Sie sind auf Seite 1von 168

4

fourth edition

English File Teacher’s Guide

A2/B1
Pre-intermediate
WITH TEACHER’S RESOURCES
ON OXFORD PREMIUM
for speakers of Spanish

Christina Latham-Koenig
Clive Oxenden
Jerry Lambert
Paul Seligson
with Anna Lowy

4037631 EF4e Pre-Int TG Spain.indb 1 04/12/2018 17:22


4037631 EF4e Pre-Int TG Spain.indb 2 04/12/2018 17:22
Contents

p.4 Syllabus checklist

p.8 Course overview


● Introduction
● What do students at A2/B1 level need?
● For students
Student’s Book
Online Practice
Workbook

● For teachers
Teacher’s Guide
Teacher’s Resources on Oxford Premium
Classroom Presentation Tool
Class audio
Video

p.12 Lesson plans


p.12 File 1 A–C Practical English  Episode 1
p.28 File 2 A–C 1&2 Revise and Check
p.41 File 3 A–C Practical English  Episode 2
p.55 File 4 A–C 3&4 Revise and Check
p.66 File 5 A–C Practical English  Episode 3
p.80 File 6 A–C 5&6 Revise and Check
p.92 File 7 A–C Practical English  Episode 4
p.106 File 8 A–C 7&8 Revise and Check
p.119 File 9 A–C Practical English  Episode 5
p.132 File 10 A–C 9&10 Revise and Check
p.143 File 11 A–C Practical English  Episode 6
p.157 File 12 A–C 11&12 Revise and Check

4037631 EF4e Pre-Int TG Spain.indb 3 04/12/2018 17:22


Syllabus checklist
GRAMMAR VOCABULARY PRONUNCIATION
1
8 A Are you? Can you? word order in questions common verb phrases the alphabet
Do you? Did you?
10 B The perfect date? present simple describing people: final -s and -es
appearance and personality
12 C The Remake Project present continuous clothes, prepositions /ə/ and /ɜː/
of place
14 Practical English Episode 14 calling reception 16 Workbook File 1

2
24 A OMG! Where’s my past simple: regular and holidays regular verbs: -ed endings
passport? irregular verbs
26 B That’s me in the picture! past continuous prepositions of time and weak forms: was, were
place: at, in, on
28 C One dark October time sequencers and verb phrases word stress
evening connectors
30 Revise and Check 1&2 32 Workbook File 2

3
38 A TripAside be going to (plans and airports the letter g
predictions)
40 B Put it in your calendar! present continuous (future verbs + prepositions, linking
arrangements) e.g. arrive in
42 C Word games defining relative clauses paraphrasing silent e
44 Practical English Episode 24 at the restaurant   V restaurants 46 Workbook File 3

4
54 A Who does what? present perfect + yet, housework, make or do? the letters y and j
just, already
56 B In your basket present perfect or past shopping c and ch
simple? (1)
58 C #greatweekend something, anything, adjectives ending -ed /e/, /əʊ/, and /ʌ/
nothing, etc. and -ing
60 Revise and Check 3&4 62 Workbook File 4

5
68 A I want it NOW! comparatives adjectives types of numbers /ə/
and adverbs, as…as
70 B Twelve lost wallets superlatives (+ ever + describing a town or city sentence stress
present perfect)
72 C How much is enough? quantifiers, too, (not) health and the body /ʌ/
enough
74 Practical English Episode 34 taking something back to a shop   V shopping 76 Workbook File 5

6
84 A Think positive – or will / won’t (predictions) opposite verbs ’ll, won’t
negative?
86 B I’ll always love you will / won’t / shall verb + back word stress: two-syllable
(other uses) verbs
88 C The meaning of review of verb forms: modifiers the letters ea
dreaming present, past, and future
90 Revise and Check 5&6 92 Workbook File 6

4037631 EF4e Pre-Int TG Spain.indb 4 04/12/2018 17:22


FOR SPEAKERS OF SPANISH  

Extra Online Practice for speakers of Spanish

SPEAKING LISTENING READING

exchanging information understanding personal information

describing a person identifying the person understanding a description


being described
describing a picture, talking checking hypotheses
about preferences

Vocabulary: dating and relationships; more clothes  Pronunciation: question words  Listening: Personality

talking about your last holiday understanding the key events in a story understanding the key events in
a story
talking about preferences listening for gist and detailed checking hypotheses (using
information visual evidence)
retelling a story listening for specific information

Vocabulary: at, in, on; telling stories  Pronunciation: past simple verbs; weren’t  Listening: My profile picture

planning a tour listening for specific information understanding text cohesion –


connectors
making arrangements understanding times, dates and understanding a questionnaire
appointments
describing and paraphrasing guessing words from definitions understanding rules of a game

Vocabulary: airports; verbs + prepositions  Pronunciation: g and c; silent letters  Listening: The Alphabet Game

talking about housework checking hypotheses using understanding opinions


background knowledge
talking about shopping experiences understanding a theory

describing your weekend understanding historical information checking and correcting information

Vocabulary: -ed and -ing adjectives  Pronunciation: /ts/, /ʃ/, /dʒ/, and /j/; c and ch  Listening: Shopping

comparing habits: present and past identifying key points scanning for data (facts and numbers)

talking about memorable experiences understanding ranking

talking about your lifestyle understanding advice identifying pros and cons

Vocabulary: adjectives; health and the body  Pronunciation: consonant clusters  Listening: My city

making predictions using existing knowledge to summarizing the main point of a text
predict content
giving examples and reasons understanding specific details understanding the order of events

talking about the past, present, checking hypotheses, understanding


and future specific information

Vocabulary: verb + back Pronunciation: /əʊ/, /ɒ/, /ʌ/; linking; contractions  Listening: A love story

4037631 EF4e Pre-Int TG Spain.indb 5 04/12/2018 17:22


GRAMMAR VOCABULARY PRONUNCIATION
7
98 A First day nerves uses of the infinitive with to verbs + infinitive: try to, weak form of to, linking
forget to, etc.
100 B Happiness is … uses of the gerund verbs + gerund -ing, the letter o
(verb + -ing)
102 C Could you pass the test? have to, don’t have to, adjectives + prepositions: stress on prepositions
must, mustn’t afraid of, etc.
104 Practical English Episode 44 going to a pharmacy   V feeling ill 106 Workbook File 7

8
114 A Should I stay or should should get /ʊ/ and /uː/
I go?
116 B Murphy’s Law if + present, + will + confusing verbs homophones
infinitive (first conditional)
118 C Who is Vivienne? possessive pronouns adverbs of manner reading aloud

120 Revise and Check 7&8 122 Workbook File 8

9
128 A Beware of the dog if + past, would + infinitive animals and insects word stress
(second conditional)
130 B Fearof.net present perfect + for and words related to fear, sentence stress
since phrases with for and since
132 C Scream queens present perfect or biographies word stress, /ɔː/
past simple? (2)
134 Practical English Episode 54 asking how to get there   V directions 136 Workbook File 9

10
144 A Into the net expressing movement sports, expressing word stress
movement
146 B Early birds word order of phrasal verbs phrasal verbs linking

148 C International inventions the passive people from different /ʃ/, /tʃ/ and /ʤ/
countries
150 Revise and Check 9&10 152 Workbook File 10

11
158 A Ask the teacher used to school subjects used to / didn’t used to

160 B Help! I can’t decide! might word building: noun diphthongs


formation
162 C Twinstrangers.net so, neither + auxiliaries similarities and differences /ð/ and /θ/

164 Practical English Episode 64 on the phone 166 Workbook File 11

12
174 A Unbelievable! past perfect time expressions the letter i

176 B Think before you speak reported speech say or tell? double consonants

178 C The English File quiz questions without auxiliaries revision of question words question words

180 Revise and Check 11&12 182 Workbook File 12

188 Communication 199 Writing 206 Listening 212 Grammar Bank

4037631 EF4e Pre-Int TG Spain.indb 6 04/12/2018 17:22


FOR SPEAKERS OF SPANISH  

Extra Online Practice for speakers of Spanish

SPEAKING LISTENING READING

retelling an article understanding a problem text coherence / understanding


content words
describing feelings understanding how something works

talking about language learning understanding the events in a story using topic sentences

Vocabulary: work; happiness  Pronunciation: /ɔː/, /uː/, /ʊ/; rhythm and stress  Listening: Learning English and Spanish

discussing habits and preferences understanding opinions understanding opinions

using the right word in conversation understanding an anecdote scanning for specific information

reacting to a story using information to interpret a story understanding a short story

Vocabulary: get; confusing verbs; storytelling  Pronunciation: should and shouldn’t  Listening: Murphy’s Law

Would you know what to do? understanding facts understanding specific information

How long…? taking notes recognizing topic links

talking about life events understanding biographical using textual clues to match
information information with a person

Vocabulary: time expressions; biographies  Pronunciation: sentence stress; /ɔː/ and /ɜː/  Listening: Celebrity biographies

responding to opinions understanding opinions

retelling a person’s day understanding reasons extracting main points from a text

passives quiz understanding historical information

Vocabulary: sports; countries and nationalities  Pronunciation: word stress; /s/, /ʃ/, /tʃ/, /dʒ/, /j/  Listening: Unusual jobs

talking about school days understanding attitude finding key information in a text

choices and decisions identifying the main points in a talk

finding similarities and differences understanding similarities and understanding similarities and
differences differences

Vocabulary: school  Pronunciation: used to / didn’t use to; noun suffixes; so, neither + auxiliaries  Listening: Twins

retelling a news story understanding the order of events

gossip understanding a conversation recognizing text type

general knowledge quiz understanding quiz questions

Vocabulary: expressions with say and tell  Pronunciation: the letter i; /æ/, /ʌ/, /ɪ/, /e/, /ɒ/; question words  Listening: Trivia Quiz
236 Vocabulary Bank 250 Irregular verbs 251 Appendix 252 Sound Bank

4037631 EF4e Pre-Int TG Spain.indb 7 04/12/2018 17:22


Course overview
Introduction Vocabulary
Our aim with English File fourth edition has been to make • Revision and reactivation of previously learnt vocabulary
every lesson better and to make the package more student- • Increased knowledge of high-frequency words and phrases
and teacher-friendly. As well as the main A, B, C Student’s • Tasks which encourage students to use new vocabulary
Book lessons, there is a range of material that you can • Accessible reference material
use according to your students’ needs, and the time and
Every lesson focuses on high-frequency vocabulary and
resources you have available. Don’t forget:
common lexical areas, but keeps the load realistic. All new
• videos that can be used in class in every File: Practical vocabulary is given with the phonemic script alongside, to
English, Video Listening, and Can you understand help students with the pronunciation of new words.
these people?
Many lessons are linked to the Vocabulary Banks which
• Quick Tests and File Tests for every File, as well as Progress help present and practise the vocabulary in class, give an
Tests, an End-of-course Test, and an Entry Test, which you audio model of each word, and provide a clear reference so
can use at the beginning of the course students can revise and test themselves in their own time.
• photocopiable Grammar and Communicative activities Students can review the meaning and the pronunciation of
for every A, B, C lesson, and a Vocabulary activity for every new vocabulary on Online Practice, and find further practice
Vocabulary Bank in the Workbook.
Online Practice and the Workbook provide review,
support, and practice for students outside the class. Pronunciation
The Teacher’s Guide suggests different ways of exploiting • A solid foundation in the sounds of English
the Student’s Book depending on the level of your class. We • Targeted pronunciation development
very much hope you enjoy using English File fourth edition.
• Awareness of rules and patterns
There is a pronunciation focus in every lesson, which
What do A2/B1 level integrates clear pronunciation into grammar and vocabulary
practice. There is an emphasis on the sounds most useful for
students need? communication, on word stress, and on sentence rhythm.
A2/B1 students are at a crucial stage in their learning. Online Practice contains the Sound Bank videos which show
Students at this level need material that maintains their students the mouth positions to make English vowels and
enthusiasm and confidence. They need to know how consonants. They can also review the pronunciation from
much they are learning and what they can now achieve. the lesson at their own speed. There is more practice of
At the same time they need the encouragement to push pronunciation in the Workbook, with audio, which can be
themselves to use the new language that they are learning. found on Online Practice.

Grammar, Vocabulary, and Pronunciation


If we want students to speak English with confidence,
we need to give them the tools they need – Grammar,
Vocabulary, and Pronunciation (G, V, P). We believe that
‘G + V + P = confident speaking’, and in English File A2/B1
all three elements are given equal importance.
Each lesson has clear G, V, P aims to keep lessons focused
and give students concrete learning objectives and a sense
of progress.

Grammar
• Clear and memorable presentations of new structures
• Regular and varied practice in useful and natural contexts
• Student-friendly reference material
We have tried to provide contexts for new language that will
engage students, using real-life stories and situations, humour,
and suspense. The Grammar Banks give students a single,
easy-to-access grammar reference section, with example
sentences with audio, clear rules, and common errors.
There are at least two practice exercises for each grammar
point. Students can look again at the grammar presented in
the lesson on Online Practice. The Workbook provides a
variety of practice exercises and the opportunity for students
to use the new grammar to express their own ideas.
8

4037631 EF4e Pre-Int TG Spain.indb 8 04/12/2018 17:22


Speaking Writing
• Topics that will inspire students’ interest • Clear models
• Tasks that push students to incorporate new language • An awareness of register, structure, and fixed phrases.
• A sense of progress in their ability to speak English File A2/B1 provides guided writing tasks covering a
The ultimate aim of most students is to be able to range of writing types from a biography to a social media
communicate orally in English. Every lesson has a speaking post. Students can use Online Practice to develop their
activity which activates grammar, vocabulary, and writing skills further. The Discussion board also provides
pronunciation. The tasks are designed to help students to opportunities for informal written interaction.
feel a sense of progress and to show that the number of
situations in which they can communicate effectively is Practical English
growing. Every two Files, students can use Online Practice • Understanding high-frequency phrases
to record themselves doing a short task. • Knowing what to say in typical situations
• Learning how to overcome typical travel problems
Listening The Practical English lessons give students practice in key
• A reason to listen language for situations such as explaining that there are
• Confidence-building tasks problems in a hotel or in a restaurant, or taking something
• Help with connected speech back to a shop. To make these everyday situations come
At A2/B1 level students need confidence-building tasks alive, there is a storyline involving two main characters,
which are progressively more challenging in terms of speed, Jenny (from New York) and Rob (from London). There is
length, and language difficulty, but are always achievable. a clear distinction between what students will hear and
They also need a variety of listening tasks which practise need to understand and what they need to say. The lessons
listening for gist and for specific details. We have chosen also highlight other key ‘Social English’ phrases. On Online
material we hope students will want to listen to. On Online Practice, students can use the interactive video to record
Practice, for each File students can find further listening themselves and hear their own voice in the complete
practice related to the topic. They can also access the conversation. They can also listen and record the Social
listening activities from every lesson, to practise in their own English phrases. The Workbook provides practice of all the
time, and to read the script to check anything that they have language from the Practical English lessons.
found difficult.
Revision
Reading • Regular review
• Engaging topics and stimulating texts • Motivating reference and practice material
• Manageable tasks that help students to read • A sense of progress
Many students need to read in English for their work Students will usually only assimilate and remember new
or studies, and reading is also important in helping to language if they have the chance to see it and use it several
build vocabulary and to consolidate grammar. The key to times. Grammar, Vocabulary, and Pronunciation are recycled
encouraging students to read is to give them motivating but throughout the course. After every two Files there is a
accessible material and tasks they can do. In English File Pre- two-page Revise & Check section. The left-hand page revises
intermediate, reading texts have been adapted from a variety the grammar, vocabulary, and pronunciation of each File.
of real sources (the British press, magazines, news websites, The right-hand page provides a series of skills-based
online forums, etc.) and have been chosen for their intrinsic challenges, including street interviews, and helps students
interest and ability to generate discussion. The opinions to measure their progress in terms of competence. These
expressed in these texts do not necessarily reflect the views pages are designed to be used flexibly according to the
of the English File authors or of Oxford University Press. needs of your students. On Online Practice, for each File,
there are three Check your progress activities. The first is a
Mediation multiple choice activity for students to test themselves on
• Collaborative teamwork tasks in every File the Grammar and Vocabulary from the File. The second is a
dictation related to the topic and the language of the File
• Texts, charts, and images for learners to extract and share
for students to practise the new language in context. Finally,
understanding
there is a Challenge activity, which involves a mini-research
The concept of mediation in the CEFR includes a range project based on a topic from the File. Every two Files, the
of communicative strategies and tasks that focus on how Workbook contains a Can you remember...? page, which
learners work together collaboratively, extract and share provides a cumulative review of language students have
meaning from texts, and develop better understanding covered in the Student’s Book.
among themselves and others. English File promotes and
develops mediation skills in a variety of ways in every File.
Activities that develop mediation skills are highlighted in the
teacher’s notes, and the CEFR mapping document on Oxford
Premium includes mediation descriptors mapped to every
lesson. The mediation tasks in English File will help your
learners develop the communication skills that build their
‘21st century skills’.

4037631 EF4e Pre-Int TG Spain.indb 9 04/12/2018 17:22


Course overview
For students
Combined Student’s Book and Workbook
The Student’s Book has 12 Files. Each File is organized like this:
A, B, and C lessons
Each File contains three two-page lessons which present and practise
Grammar, Vocabulary, and Pronunciation with a balance of reading and
listening activities, and lots of opportunities for speaking. Every two Files
(starting from File 2), the C lesson ends with a Video Listening section. All
lessons have clear references to the Grammar Bank, Vocabulary Bank, and The back of the Student’s Book
where relevant, to the Sound Bank at the back of the book. The lessons contain references to these
sections: Communication, Writing, Listening,
Practical English Grammar Bank, Vocabulary Bank, and
Every two Files (starting from File 1), there is a two-page lesson with Sound Bank.
integral video which teaches language for typical situations (for example The Student’s Book is also available as
buying medicine or complaining in a restaurant) and also ‘Social English’ an eBook.
(useful phrases like By the way, You must be tired.). The video is in the
form of a drama, featuring the two main characters, Rob and Jenny. Workbook
The lessons have a storyline which runs through the level. Interleaved with the Student’s Book, File by
File, for language practice after class.
Revise & Check
• All the Grammar, Vocabulary, and Practical
Every two Files (starting from File 2) there is a two-page section revising English
the Grammar, Vocabulary, and Pronunciation of each File and providing
Reading, Listening, and Speaking. The ‘Can you…?’ section challenges
• Pronunciation exercises with audio. The
audio can be accessed on Online Practice
students with engaging reading texts and street interview videos, which
give students exposure to real-life English. • Can you remember…? exercises for
students to check their progress

Online Practice
For students to practise and develop their language and skills or
catch up on a class they have missed.
• Look again: review the language from every lesson.
• Practice: extra Reading, Writing, Listening, and Speaking
practice.
• Check your progress: students can test themselves, get
instant feedback, and try an extra challenge.
• Interactive video to practise the language from the Practical
English lessons.
• Sound Bank videos to learn and practise pronunciation of
English sounds.
FOR SPEAKERS OF SPANISH  
• Five extra online activities for every File to practise the key
areas of Vocabulary, Pronunciation, and Listening skills that
speakers of Spanish need.
• Extra online activities clearly signposted on the page, so
students know when to go online.
• Students can download the Vocabulary and Grammar
Pocket Book, with notes, examples, and translations, specially Say It app
developed for speakers of Spanish.
For students to learn
• All Student’s Book and Workbook audio, video, scripts, and practise the
wordlists, dyslexia-friendly texts, and CEFR Language Portfolio. sounds of English

• Individual sounds
• Sounds in key words
• Speak and record
functionality

10

4037631 EF4e Pre-Int TG Spain.indb 10 04/12/2018 17:22


For teachers
Classroom Presentation Tool
Teacher’s Guide
Step-by-step procedural notes for all the lessons including:
• an optional ‘books-closed’ lead-in for every lesson.
• Extra challenge suggestions for ways of exploiting the
Student’s Book material in a more challenging way if you
have a stronger class.
• Extra support suggestions for ways of adapting activities
or exercises to make them work with weaker students.
• Extra ideas for optional activities.
FOR SPEAKERS OF SPANISH   References show you when there
is extra material for your learners on Online Practice or in the
downloadable Pocket Book.
All lesson plans include answer keys and audio scripts.

Teacher’s Resources on Oxford • The complete Student’s Book and Workbook


• Photocopiable activities
Premium • All class audio and video, with interactive scripts
• Answer keys for exercises in the Student’s Book, Workbook
and photocopiable activities
• Dyslexia-friendly texts

 Class audio
All the listening materials for the Student’s Book can be
found on Teacher’s Resources on Oxford Premium,
Classroom Presentation Tool, Online Practice, Student’s
eBook, and the Class Audio CDs.

 Video
Oxford Premium offers teachers an invaluable range of
resources, news, and features for your classes. You can access Video listening
the site at oxfordpremium.es. Go to Oxford Premium for: • Short documentary, drama, or
• All the Student’s Book and Workbook audio/video files animation for students at the
and scripts end of even-numbered
• Detailed lesson plans and answer keys from the C lessons (2C, 4C, 6C, etc.)
Teacher’s Guide Practical English
• Tests and assessment material, including: practice tests • A unique series of videos that
and extra material for students preparing for EOI tests; an goes with the Practical English
Entry Test; Progress Tests; an End-of-course Test; a Quick lessons in the Student’s Book
Test for every File; and complete test for every File. There
are A and B versions of all the main tests and audio files for Revise & Check video
all the Listening tests • Street interviews filmed in
• CEFR documents and the English File programación London, New York, and Oxford
• A wide range of online tools and resources to create your to accompany the
own classroom materials Revise & Check section
• Up-to-the-minute news articles on English and education All the video materials for the
• Webinars from experts on current pedagogical topics Student’s Book can be found
• Over 90 pages of photocopiable activities, including tips on Teacher’s Resources on
on how to use them, and customizable versions: Oxford Premium, Classroom
Presentation Tool, Online Practice,
Grammar Student’s eBook, and the Class DVD.
• An activity for every Grammar Bank, which can be used in
class or for self-study extra practice

Communicative
• Extra speaking practice for every A, B, C lesson
Vocabulary
• An activity for every Vocabulary Bank, which can be used
in class or for self-study extra practice
11

4037631 EF4e Pre-Int TG Spain.indb 11 04/12/2018 17:22


1A Are
Welcome
you? Can
to the class
you? Do you? Did you?

G   word order in questions 1 VOCABULARY & SPEAKING 


V   common verb phrases common verb phrases
P   the alphabet
Vocabulary notes
Sts at this level should be familiar with all these verb
Lesson plan phrases. You may want to highlight the two meanings of
This first lesson has three main objectives: to help you and have, as in have brothers and sisters and have lunch.
the Sts to get to know each other, to give you a clear idea of
a If you didn’t do the Optional lead-in, and your Sts don’t
the level of your class, and to provide some quick, efficient
know each other, set a time limit of, for example, two
revision of some A1/A2 language points.
minutes, and tell Sts to stand up and move round the
The first exercise provides the context for revising an room, introducing themselves to other Sts. Tell them to
important grammar point: the order of words in questions. say Hello / Hi, I’m. . . and Nice to meet you, and to try to
The vocabulary focus is on common verb phrases. Sts use remember other Sts’ names.
these to complete the questions, which they then ask each
Books open. Focus on the photos and the questions in
other. They then focus on the word order and practise it in
Getting to know you. Point out to Sts that the first two (are,
the Grammar Bank. The pronunciation of the alphabet is
were) have been done for them.
revised, and the listening activity gives Sts the chance to
revise spelling. Sts then bring all the language together by Tell Sts to complete the other questions, individually or in
interviewing each other and completing a form. pairs, with the correct verbs.
There is an Entry Test on the Teacher’s Resources on Oxford b e 1.2   Play the audio for Sts to listen and check.
Premium, which you can give Sts before starting the course. Check answers, making sure that Sts understand the
whole question, not just the missing verb.
More materials for speakers of Spanish
3  live  4  live  5  have  6  have  7  do  8  get  9  have 
For teachers on Oxford Premium 10  go  11  study / learn   12  speak  13  listen  14  watch /
Photocopiables like  15  do  16  read  17  go  18  do
Grammar  word order in questions
Communicative  Student profile
e 1.2 
Resources 1 Where are you from?
Entry test 2 Where were you born?
Tests for Escuelas Oficiales de Idiomas 3 Where do you live?
Wordlists and additional teacher resources 4 Do you live in a house or a flat?
5 Do you have any brothers and sisters?
For students 6 Do you have any pets?
Workbook 1A 7 What do you do?
8 What time do you get up during the week?
Online Practice 1A 9 Where do you usually have lunch?
Plus extra Pronunciation for speakers of Spanish: 10 What time do you usually go to bed?
question words 11 Where did you study English before?
12 Can you speak any other languages? Which?
Grammar and Vocabulary Pocket Book 13 What kind of music do you listen to?
14 What TV programmes or series do you watch?
OPTIONAL LEAD-IN (BOOKS CLOSED)   15 Do you do any sport or exercise? What?
Before the class, choose some party music. 16 What kind of books or magazines do you read?
17 How often do you go to the cinema?
Introduce yourself to the class. Say Hello, I’m… . 18 What did you do last weekend?
Tell Sts to stand up. Divide the class into two groups, A and B.
Ask both groups to make a circle, A inside B. Tell them to c e 1.3   Tell Sts to listen to the rhythm and intonation in
imagine that they’re at a party. When you play the music, the first six questions.
tell them to walk round in their circle, one clockwise and the Play the audio once for Sts just to listen.
other anticlockwise. Each time you stop the music, tell them
to introduce themselves to the person standing opposite e 1.3
them. Elicit that they can say Hello or Hi, I’m…, or See questions 1–6 in script 1.2
My name’s…, and should respond Nice to meet you.
Now play it again, stopping after each question for Sts to
repeat. Remind Sts that we usually stress the important
words in a question, e.g. question words, verbs, and
nouns, and say the other words less strongly, e.g. Where
were you born? Do you have any brothers or sisters?
Then repeat the activity, eliciting responses from
individual Sts.

12 1A
4037631 EF4e Pre-Int TG Spain.indb 12 04/12/2018 17:22
d Focus on the ‘Returning’ a question box and go through Now focus on the exercises for 1A on p.213. Sts do the
it with the class. exercises individually or in pairs.
Now focus on the instructions and the example. Check answers, getting Sts to read the full questions.
Demonstrate the activity by getting Sts to ask you a 1 Where can we park?
questions first. Give full answers, with extra information. 2 How old are you?
EXTRA CHALLENGE   Encourage Sts to ask follow-up 3 Does the class finish at 8.00?
questions, e.g.: 4 Where do your friends live?
A Do you have any brothers and sisters? 5 Why didn’t you answer my email?
6 Do you often go to the cinema?
B I have one brother.
7 What does this word mean?
A How old is he? / What’s his name? / What does he do?
8 What time did your friends arrive?
!   You may have Sts who are neither at school / university 9 Who are you talking to?
nor working, e.g. they are unemployed or at home with 10 Where were you last night?
children. If so, point out that question 7 (What do you do?) b 1 Do you have a car?
can be answered with, for example, I’m unemployed / looking 2 Where was your brother born?
3 How often does he phone you?
for a job / looking after my children, etc.
4 What time does their flight arrive?
Put Sts in pairs. Give them time to ask and answer all the 5 Is your girlfriend from Brazil?
questions. Monitor their conversations to give you an idea 6 How many languages can you speak?
of their oral level. 7 How was the party?
8 Where did you go last summer?
Get feedback from several pairs to see what they have in
9 Is there a doctor here?
common. At this point, you could teach them the word
10 Did you come to school by bus?
both and its position (before all verbs except be and
modal verbs like can), e.g. We both live in the city centre. Tell Sts to go back to the main lesson 1A.
We’re both doctors. We can both speak German.
EXTRA SUPPORT   If you think Sts need more practice, you
may want to give them the Grammar photocopiable
2 GRAMMAR  word order in questions activity at this point.
a Focus on the instructions and point out that the first one
has been done for them. c Focus on the instructions, the questions, and the example.
Demonstrate the activity by asking the first question (Do
Give Sts time to read questions 2–6 and tick or correct
you drink a lot of tea or coffee? ) until someone answers Yes,
them.
I do. Then ask the follow-up question (How many cups do
Get Sts to compare with a partner, and then check answers. you drink a day? ).
2 g Where does your father work? Give Sts a few minutes to work out how to form the
3 f questions.
4 f
EXTRA SUPPORT   Put Sts in pairs and get them to write the
5 g Do you have cereal for breakfast?
6 g Where did you go for your last holiday? questions.
Check answers.
EXTRA IDEA   Put Sts in pairs and get them to ask and answer
the six questions. PRESENT
What gym do you go to?
b Tell Sts to go to Grammar Bank 1A on p.212. Explain How many hours do you sleep?
that all the grammar rules and exercises are in this part of What games do you play?
the book. What sports do you like watching?

Grammar notes
In questions with the auxiliaries do, does, and did, Sts PAST
might leave out the auxiliary or get the word order wrong. What time did you go to bed?
What did you cook?
Typical mistakes are: You live with your parents? Why she
Where did you go?
didn’t like the film? What film did you see?
The memory aids ASI (Auxiliary, Subject, Infinitive) and What did you buy?
QuASI (Question word, Auxiliary, Subject, Infinitive) may
help Sts here. d Focus on the instructions and make sure Sts understand
In questions with be and can, Sts sometimes forget to what they have to do.
invert the subject and verb. Typical mistakes are: Ana is a Ask Sts to stand up and move around the class, asking
student? Where I can sit? each other the questions. If it’s difficult to move around
If a verb is followed by a preposition (e.g. talk about, listen the class, do this in pairs or small groups.
to), the preposition goes at the end of the question: What Get some feedback from the class.
did you talk about? FOR SPEAKERS OF SPANISH   Pocket Book Grammar:
1A word order in questions
Focus on the example sentences and play both audio
e 1.4 and e 1.5 for Sts to listen and repeat. Encourage
them to copy the rhythm. Then go through the rules with
the class.
1A 13

4037631 EF4e Pre-Int TG Spain.indb 13 04/12/2018 17:22


3 PRONUNCIATION  the alphabet EXTRA IDEA   Tell Sts to go to the Sound Bank on pp. 252–253.
If your Sts didn’t use English File A1/A2, explain that this is
Pronunciation notes a reference section of the book, where they can check the
Emphasize the importance of being able to spell in symbols and see common sound−spelling patterns. Look
English, particularly your name or email address. Point at the spelling rules for the seven sounds. Model and drill
out that it is very useful to be able to recognize and write the example words for the vowels and elicit / explain their
down letters correctly when people spell words to you. meaning.
If your Sts didn’t use English File A1/A2, this will be the first Tell Sts to go back to the main lesson 1A.
time that they have seen the sound pictures (train, tree, c Now focus on the letters in the list, but don’t elicit their
etc.). Explain that the pictures will give Sts a clear example pronunciation yet. Tell Sts, in pairs, to write the letters in
of the target sound and that they will help Sts remember the correct column according to their sound. Tell Sts that
the pronunciation of the phonetic symbol. This is very this exercise is easier to do if they say the letters aloud.
important if Sts want to check the pronunciation of a Point out that the first one (J) has been done for them.
word in the dictionary. Even if they have a dictionary app, d e 1.8   Play the audio for Sts to listen and check.
the phonetic symbol will help to clarify which sound it is.
Check answers.
Tell Sts that the two dots in /iː/, /uː/, and /ɑː/ mean that
they are long sounds. e 1.8
1  train AHJK
a e 1.6  Put Sts in pairs and get them to say the groups of 2  tree BCDEGPTV
letters to each other. 3  egg FLMNSXZ
Now play the audio for Sts to listen and check. 4  bike I Y
5  phone O
e 1.6  6  boot QUW
See the alphabet in Student’s Book on p.9 7  car R

EXTRA CHALLENGE   Elicit the alphabet from the class before Now play it again for Sts to listen and repeat.
playing the audio. Ask Sts which letters are difficult for them. Highlight the
Now play the audio again, pausing after each group of difference between pairs and groups of letters which are
letters for Sts to listen and repeat. often confused, e.g. a / e / i, g / j, k / q, etc. You could tell
Sts that zed is pronounced zee in American English and is
b e 1.7   Focus on the box The alphabet and go through it
the only letter of the alphabet that is different from British
with the class.
English.
Now focus on the sound pictures and instructions. Point
In pairs, Sts practise saying the letters in each column.
out that the first one (train) has been done for them.
e Put Sts in pairs, A and B, and tell them to go to
Play the audio for Sts to listen and write the words.
Communication Alphabet quiz, A on p.188, B on p.194.
Check answers.
Tell Sts to take turns asking and answering their questions.
2  tree  3  egg  4  bike  5  phone  6  boot  7  car Point out that the answers are in italics after each
question.
When they have finished, find out if any Sts got all the
e 1.7
1 train /eɪ/ answers correct.
2 tree /iː/ Tell Sts to go back to the main lesson 1A.
3 egg /e/
4 bike /aɪ/ FOR SPEAKERS OF SPANISH   Online Practice Pronunciation:
5 phone /əʊ/ question words
6 boot /uː/
7 car /ɑː/

Now play it again, pausing after each one for Sts to repeat.
EXTRA SUPPORT   If these sounds are difficult for your Sts,
it will help to show them the mouth position. You could
model this yourself or use the Sound Bank videos on
Online Practice.

14 1A
4037631 EF4e Pre-Int TG Spain.indb 14 04/12/2018 17:22
4 LISTENING & SPEAKING  understanding 3 A Welcome to our mobile phone helpline. Please say the number
of the mobile phone you have a problem with.
personal information
B Oh-seven-seven-double oh-nine-eight-seven-seven-eight-two.
a e 1.9   Focus on the instructions. Make sure Sts 4 A Now, every Friday I’m going to give you some writing to do for
understand that they aren’t going to listen to six complete homework at the weekend. You can either give it to me in class
conversations. They must listen to six people giving some on the Monday, or you can send it to me by email. I’m going to
information and write down the letters and numbers. give you my email address and I’d like you to write it down. OK?
It’s J-V-I-N-E-six-four at kings dot co dot U-K.
Go through the words in 1–6, making sure Sts know what B Can you repeat that, please?
they mean, e.g. first name, postcode, etc. Point out that the A Yes, J-V-I-N-E-six-four at kings dot co dot U-K. OK, now I’m
first one (Wayne) has been done. going to write it on the board for you. Did you get it right?…
Well done. Remember, this symbol is called at in English, and
Play the audio for Sts to listen and write the letters and this one is dot.
numbers. Play again if necessary. 5 A Good evening.
Get Sts to compare with a partner, and then check B Hi. We have a table booked for seven thirty.
answers by eliciting the information onto the board. A Yes, madam. What name, please?
B Ann Rathbone. R-A-T-H-B-O-N-E.
EXTRA SUPPORT   Before playing the audio, you might want A Ah, yes, here we are. Can you come this way, please?
to check that Sts know how to say an email address, e.g. 6 A OK, Susannah, that’s great. Here’s your student card. Your
that @ = at and . = dot. You might also want to check that classes start on Monday at nine a.m. Now, the classes are not
Sts understand the term double, e.g. My name’s Anna – here in the main school, but in a different building.
A-double N-A. B Oh?
A But it’s very near – just five minutes’ walk from here, in Russell
Street.
2  SE21 8GP   3  07700 987782   4  jvine64@kings.co.uk  
B Sorry, what’s the address?
5  Rathbone  6  16 Russell Street A It’s sixteen Russell Street. That’s R-U-double S-E-double L. Let
me show you on the map.
B Thank you.
e 1.9
1 A How do you spell your first name?
B W-A-Y-N-E. EXTRA SUPPORT   If there’s time, you could get Sts to listen
2 A What’s the postcode? again with the script on p.206, so they can see exactly what
B It’s S-E-twenty-one-eight-G-P. they understood / didn’t understand. Translate / Explain any
3 B Oh-seven-seven-double oh-nine eight-seven-seven-eight-two. new words or phrases.
4 A It’s J-V-I-N-E-six-four at kings dot co dot U-K.
B Can you repeat that, please? c MEDIATION ACTIVITY   Focus on the instructions and
A Yes, J-V-I-N-E-six-four at kings dot co dot U-K. the form.
5 B Ann Rathbone. R-A-T-H-B-O-N-E. Put Sts in pairs and get them to interview each other. If Sts
6 A It’s sixteen Russell Street. That’s R-U-double S-E-double L. Let
don’t want to give their real address and phone number,
me show you on the map.
tell them to invent one. Remind Sts that when we say
b e 1.10   Focus on the instructions and make sure Sts phone numbers in English, we say the individual digits,
understand what they have to do. Go through situations and that 0 can be oh or zero. Elicit how to say an email
a–f and point out that the first one (1b) has been done address, e.g. that @ = at and . = dot.
for them. When they have finished, get Sts to show each other their
Play the audio, pausing after each conversation to give Sts forms to check the information.
time to number a–f. Play again if necessary. Get some feedback.
Now play the audio again, pausing after each
conversation, and check the answer.
2  a  3  c  4  e  5  f  6  d

e 1.10
(script in Student’s Book on p.206)
1 A Good afternoon. How can I help you?
B I have a reservation for five nights.
A What’s your name?
B Wayne Roberts.
A How do you spell your first name?
B W-A-Y-N-E.
A Just a moment.
2 A So, the sofa is eight hundred and ninety-nine pounds and
ninety-nine p in total. What’s the address for delivery? Is it a
London address?
B Yes, it’s in south London.
A What’s the postcode?
B It’s S-E-twenty-one-eight-G-P.
A And the address is…?
B Fourteen Dangerford Road, flat two. That’s in Forest Hill,
London.

1A 15

4037631 EF4e Pre-Int TG Spain.indb 15 04/12/2018 17:22


1B The perfect date?
G   present simple 1 VOCABULARY & READING  describing
V   describing people: appearance and personality people
P  final -s and -es a e 1.11   Books open. Focus on the instructions and the
two photos.
Play the audio for Sts to listen and decide which speaker is
Lesson plan the woman in the photos (describing her father).
In this lesson, the present simple (all forms) is revised in
Check the answer, eliciting the words and phrases which
detail through a British newspaper article. A daughter tries
helped Sts to identify Charlotte’s father, e.g. quite good-
to find a suitable partner for her father, who is divorced.
looking, he’s not very tall – a bit taller than me.
The lesson begins with Vocabulary and Reading. Basic
language for physical description is revised, and in the Charlotte is speaker 2.
Vocabulary Bank, new language is presented and adjectives
of personality are introduced. Sts then read the article about
e 1.11
Charlotte’s dad, Clint, and focus on the grammar of the 1 My dad’s very tall and thin, with a big nose. He looks a bit like a
present simple. This is followed by a pronunciation focus tall, thin bird! He has blond hair and blue eyes, which is typical of
on the final -s and -es endings in verbs and nouns. Sts then Sweden – his grandmother was from Sweden. Um, he looks a bit
read about two possible dates for Clint and discuss who they serious, but he isn’t, really. He’s very funny – he has a great sense
of humour.
think is the better date. In Listening, Sts listen to Elspeth, an
2 I think my dad’s quite good-looking. He’s not very tall – a bit taller
Irish journalist, talking about a dating experiment in which than me – and he still has his hair: it was dark, but it’s grey now.
her mother chooses dates for her from a dating app. The He’s not thin, but he isn’t overweight – he’s careful about what he
lesson ends with Sts describing a single person – a member eats. And he’s got a lovely smile.
of their family, or a friend – in detail, and writing a short 3 My dad’s short and thin, and he wears glasses. He isn’t exactly
good-looking, but he’s not unattractive, either. He’s very friendly,
description.
and very talkative – in fact, he never stops talking.
More materials for speakers of Spanish
b e 1.12   Focus on the instructions and make sure Sts
For teachers on Oxford Premium understand height, hair, weight, and smile.
Photocopiables Play the audio.
Grammar  present simple
Get Sts to compare with a partner, and then check answers.
Vocabulary  Describing people
Get Sts to try to spell overweight, and write it on the board.
Communicative  Ask me some questions…
Elicit its meaning, as it is probably the first time Sts have
Resources seen the word.
Tests for Escuelas Oficiales de Idiomas
Wordlists and additional teacher resources height  not very tall
hair  was dark, now grey
For students
weight  not thin, but isn’t overweight
Workbook 1B smile lovely
Online Practice 1B
Plus extra Vocabulary and Listening for speakers of
e 1.12
Spanish: dating and relationships; Personality and I think my dad’s quite good-looking. He’s not very tall – a bit taller
physical appearance than me – and he still has his hair, but less than before – it was dark,
Grammar and Vocabulary Pocket Book but it’s grey now. He’s not thin, but he isn’t overweight – he’s careful
about what he eats. And he’s got a lovely smile.
OPTIONAL LEAD-IN (BOOKS CLOSED)  
Write on the board: Vocabulary notes
DIRECT FAMILY mother Sts are often confused by the difference between the
OTHER RELATIVES grandmother questions What does he look like? and What’s he like?.
What does he look like? only refers to appearance, but
HUSBAND / WIFE’S FAMILY mother-in-law What’s he like? can refer to both appearance and
personality.
Put Sts in pairs. Give them a minute to add more words to
each category. You may want to explain that blonde is used to describe
women’s / girls’ hair and blond is used for men’s / boys’ hair.
Get feedback and write the words on the board. Remind Sts
of the pronunciation of difficult words like daughter.
Then ask a few Sts What does your father look like? and elicit
a few adjectives of description, like He’s (very) tall, dark, big,
good-looking, etc.

16 1B
4037631 EF4e Pre-Int TG Spain.indb 16 04/12/2018 17:22
c Tell Sts to go to Vocabulary Bank Describing people Now either use the audio to drill the pronunciation of the
on p.236. Focus on 1 Appearance. Focus on the question adjectives, or model and drill them yourself. Give further
What does he / she look like? and elicit that it refers to a practice of any words your Sts find difficult to pronounce.
person’s physical appearance. Get Sts to do a individually You could tell Sts that mean in American English has a
or in pairs. Point out that the first one has been done different meaning (= unkind) and it is sometimes used
for them. with this meaning in British English.
e 1.13   Now do b. Play the audio for Sts to listen and Focus on the What does she look like? What is she like?
check. box and go through it with the class to remind them of
Check answers. Make sure Sts understand the individual the difference between the two questions.
words in the descriptions. Focus on d. Get Sts to cover the adjectives and look at the
definitions to test themselves or their partner.
e 1.13  Finally, for Activation, put Sts in pairs and get them to ask
1 Appearance What does he look like? What does she look like?
2 She has curly red hair.
and answer questions about a member of their family or a
3 She has long, straight hair. good friend. Get some feedback from a few individual Sts.
1 She has big, blue eyes. Tell Sts to go back to the main lesson 1B.
6 She has short, blonde hair.
5 He has a beard and a moustache. EXTRA SUPPORT   If you think Sts need more practice, you
4 He’s bald. may want to give them the Vocabulary photocopiable
7 He’s very tall and thin. activity at this point.
9 He’s medium height and very slim.
8 He’s quite short and a bit overweight. d Focus on the instructions and make sure Sts understand
all the lexis, e.g. job, marital status, etc.
Now either use the audio to drill the pronunciation of the Focus on the title of the article and elicit the meaning
sentences, or model and drill them yourself. Give further of the verb date (= go out with someone in a romantic
practice of any words your Sts find difficult to pronounce, relationship) and the noun date (= a romantic meeting)
e.g. curly, straight, beard, etc. Highlight the different at the beginning of the article. Give Sts time to read the
pronunciations of height /haɪt/ and weight /weɪt/. article and complete the task.
Now go through the information box with the class. Get Sts to compare with a partner, and then check answers.
After going through the Using two adjectives together
EXTRA SUPPORT   Before Sts read the article the first time,
section, you might also want to elicit from Sts typical
check whether you need to pre-teach any vocabulary.
colours for hair, i.e. fair / blond(e), red, grey, light / dark
brown, black, white. In the Handsome or beautiful? his age 52
section, highlight the silent d in handsome. his job businessman
Finally, focus on c. Get Sts to cover the sentences and use his marital status divorced
the photos to test themselves or their partner. If they are his personality  warm, generous, a gentleman, romantic, fun
testing a partner, encourage them to use the question his perfect partner  a woman who works, independent,
What does he / she look like?.   funny, clever
Focus on 2 Personality and get Sts to do a individually e Focus on questions 1–4 and go through them with
or in pairs. Point out that the first one (friendly) has been the class.
done for them. Give Sts time to read the article again and answer the
Check the answers to a before moving on to b. questions.
2  talkative  3  generous  4  kind  5  lazy  6  funny  7  clever Get Sts to compare with a partner, and then check answers.
8  shy
1 Because she doesn’t want him to end up alone.
Now Sts do b by putting the adjectives from the list into 2 They go out together and are planning a trip together.
3 You met people face to face, and, for example, invited them
the Opposite column in a.
for a drink.
e 1.14   Now do c. Play the audio for Sts to listen and 4 He finds dates online / on the internet. Charlotte has helped
check. by writing his profile.
Check answers and make sure Sts understand the
individual words in the descriptions. f Focus on the instructions and do this as a whole-class
activity.
e 1.14 1  funny  2  fun
Personality
1 friendly, unfriendly Finally, deal with any other new vocabulary. Model and
2 talkative, quiet
3 generous, mean
drill the pronunciation of any tricky words.
4 kind, unkind g Do this as a whole-class activity and elicit Sts’ opinions.
5 lazy, hard-working
6 funny, serious
FOR SPEAKERS OF SPANISH   Online Practice Vocabulary:
7 clever, stupid dating and relationships
8 shy, extrovert
FOR SPEAKERS OF SPANISH   Pocket Book Vocabulary:
people: appearance; personality

1B 17

4037631 EF4e Pre-Int TG Spain.indb 17 04/12/2018 17:22


2 GRAMMAR  present simple b 1 I always go to bed before 11.00.
a Focus on the instructions. Give Sts a few minutes to 2 Kate hardly ever sees her family.
complete the gaps. 3 We never go shopping on Saturdays.
4 I go to the dentist’s twice a year.
Check answers.
5 They sometimes have breakfast in bed. / Sometimes they
+  needs   −  doesn’t   ?   do, does have breakfast in bed.
6 I usually listen to the radio in the car.
b Tell Sts to read the four sentences and tick the ones that 7 Alan runs in the park every day.
are correct. Highlight that the correct answer depends on 8 Sam is often late for work.
the position of the adverbs of frequency often and always. 9 John doesn’t often go to the theatre.
10 I visit my mum once a month.
Check answers.
Tell Sts to go back to the main lesson 1B.
1  A  2  B
EXTRA SUPPORT   If you think Sts need more practice, you
EXTRA CHALLENGE   Ask Sts why the other sentences are may want to give them the Grammar photocopiable
wrong and elicit the rules for word order. activity at this point.

 dverbs of frequency go before main verbs, but after the


A FOR SPEAKERS OF SPANISH   Pocket Book Grammar: 1B
verb be. present simple

c Tell Sts to go to Grammar Bank 1B on p.212.


3 PRONUNCIATION & SPEAKING 
Grammar notes final -s and -es
Present simple Pronunciation notes
Remind Sts: The pronunciation rules for adding an -s (or -es) to verbs
• of the difference in pronunciation between do /duː/, (e.g. smokes) and nouns (e.g. books) are the same.
don’t /dəʊnt/, and does /dʌz/ The difference between the /s/ and /z/ sounds is very
• of the pronunciation of goes /ɡəʊz/ and has /hæz/ small and only occasionally causes communication
• that the contracted forms don’t and doesn’t are always problems. The most important thing is for Sts to learn
used in conversation when to pronounce -es as /ɪz/.
Adverbs and expressions of frequency You may want to give Sts these rules:
You may want to point out that usually / normally and • The s is pronounced /s/ after these unvoiced* sounds:
sometimes can also be used at the beginning of a present /k/, /p/, /f/, and /t/, e.g. walks, stops, laughs, eats.
simple sentence, e.g. Sometimes I get up late on Saturday. • In all other cases, the final s is voiced and pronounced
Other common expressions of frequency using every are /z/, e.g. plays, parties, etc.
every week, every month, and every year.
In expressions like once a month, twice a day, etc., remind *Voiced and unvoiced consonants
Sts that once and twice are irregular (NOT one time, two Voiced consonant sounds are made by vibrating the
times); times is used with all other numbers, e.g. ten times, vocal chords, e.g. /b/, /l/, /m/, /v/, etc. Unvoiced consonant
thirty times (a year). sounds are made without vibration in the vocal chords,
e.g. /k/, /p/, /t/, /s/, etc.
Focus on the example sentences and play both audio
e 1.15 and e 1.16 for Sts to listen and repeat. Encourage You can demonstrate this to Sts by getting them to hold
them to copy the rhythm. Then go through the rules with their hands against their throats. For voiced sounds, they
the class. should feel a vibration in their throat, but not for unvoiced
sounds.
Now focus on the exercises for 1B on p.213. Sts do the
exercises individually or in pairs. a e 1.17   Explain that the final -s and -es in the third person
Check answers, getting Sts to read the full sentences. of the present simple and in plurals can be pronounced in
three different ways.
a 1 Does Anna like music?
2 My sister has a lot of hobbies. Focus on the sound pictures. Elicit and drill the words and
3 I don’t get on very well with my parents. sounds: snake /s/, zebra /z/, and /ɪz/.
4 My brother studies English at university. !   Sts may have problems distinguishing between the
5 My neighbours don’t have any children.
/s/ and /z/ sounds. Tell them that the /s/ is like the sound
6 What time does the film start?
7 He goes out twice a week.
made by a snake and the /z/ is a bee or fly.
8 We don’t often talk about politics. Play the audio once for Sts just to listen.
9 How often do you see your brother?
10 Sally doesn’t go on Facebook very much. e 1.17
See sentences in Student’s Book on p.11

Then play it again, pausing for Sts to listen and repeat.


Now focus on the Pronunciation of final -s and -es box
and go through it with the class.

18 1B
4037631 EF4e Pre-Int TG Spain.indb 18 04/12/2018 17:22
b e 1.18   Write the three phonetic symbols, /s/, /z/, and Check answers. When checking the answer to question 2,
/ɪz/ on the board. Elicit the third person pronunciation of elicit what you do if you don’t like someone (swipe left if
the first verb in the list (chooses) and ask Sts which group you don’t like someone).
it belongs to (group 3). Write it on the board under the EXTRA SUPPORT   Read through the scripts and decide if you
correct heading. Get Sts to continue with the other verbs. need to pre-teach any new lexis before Sts listen.
Then tell them to do the same thing with the plural form
of the nouns. 1 She uses a dating app.
Play the audio once the whole way through for Sts to 2 You swipe right if you like them.
3 Elspeth’s mother is going to choose the men she likes for her
listen and check. Check answers.
daughter.
4 Elspeth is going to go on a date with the men her mother
/s/ /z/ /ɪz/
chooses.
verbs cooks goes chooses
stops lives teaches e 1.19
(script in Student’s Book on p.206)
My name’s Elspeth. I’m twenty-five, I’m a journalist, I live in Dublin,
and I’m single. It’s not easy to meet people here. So who can help
/s/ /z/ /ɪz/ me? My mother…and a dating app. My favourite dating app,
called Tinder, shows you photos of possible partners, with a bit of
nouns books boys classes information about them. You look at the photos and swipe, swipe,
shops friends languages swipe. Swipe right if you like them, and swipe left…well…swipe left
if you don’t. If a guy likes you and you like him, you have a match.
Then you can start messaging the person, and from this, romance
follows…or so they say. I’ve tried it, but with no success. So I decide
e 1.18 to give my mother my phone. She can swipe all the men she likes,
chooses, cooks, goes, lives, stops, teaches and then look at my matches and choose the people that she likes
books, boys, classes, friends, languages, shops the best. I’ve promised to go on a date with the men she chooses.

Highlight that the most important thing to get correct b e 1.20  Focus on the instructions and the question.
is that lives and dates are pronounced /lɪvz/ and /deɪts/, Play the audio for Sts to listen and answer the question.
NOT /lɪvɪz/ and /deɪtɪz/, but that in chooses, teaches, Get Sts to compare with a partner, and then check the
classes, and languages the -es is pronounced /ɪz/. answer.
Now play the audio, pausing after each group of words for EXTRA SUPPORT   Pause after the date with John and elicit
Sts to repeat. the answer, then repeat for Sebastian.
Then repeat the activity, eliciting responses from
individual Sts. She likes her mum’s choices and has fun, but she isn’t sure the
men are right for her.
EXTRA SUPPORT   If these sounds are difficult for your Sts,
it will help to show them the mouth position. You could
model this yourself or use the Sound Bank videos on e 1.20
Online Practice. (script in Student’s Book on p.206)
Date 1
c MEDIATION ACTIVITY   Put Sts in pairs, A and B, and tell My first date is with a nice guy called John. I sit at a table in a bar and
them to go to Communication A date for Clint, A on wait for him to arrive. An old man walks towards the table, and for
p.188, B on p.108. two awful seconds I think it’s all a terrible mistake, but he walks past,
Go through the instructions with them carefully. and then my date arrives. He’s very tall: one metre ninety. Well done,
Mum! I’m tall myself, so I always look for tall men, as my mum knows
Sit A and B face-to-face if possible. When they have well. We start chatting, and it’s all very easy. Mum has good taste.
finished reading their profiles, B starts by asking A He’s a teacher. We get on well and it’s a fun date, but sadly, there isn’t
questions 1–7 about Maggie. a spark. So I try again.
When B has finished, they swap roles. Date 2
I arrive a bit early again, and I sit there waiting for Sebastian to arrive.
When they have finished, tell them to compare photos
Suddenly, I realize that I can’t remember anything at all about him,
and decide who they think is a better date for Clint. not even where he’s from. Then he comes through the door: tall,
Tell Sts to go back to the main lesson 1B. dark, and handsome. Mum, you’re amazing, I say to myself. He’s from
d With a show of hands, find out if the class think Maggie or Germany, but he lives in Dublin. He’s a real gentleman. At the end of
the evening, he asks for a second date. Mum is very pleased. I agree
Tessa is the better date and why.
to the date, but I don’t really think it’s going to work. 

4 LISTENING  identifying the person being c Give Sts time to read 1–6 and see if they can remember
described which man each phrase refers to. Elicit that a spark means
a e 1.19   Focus on the photo of Elspeth Gordon and the a feeling of excitement.
instructions. Now focus on the four questions and point Play the audio again.
out the Glossary. Demonstrate the meaning of swipe to
Get Sts to compare with a partner, and then check answers.
make sure Sts have understood the definition.
Play the audio once the whole way through. 1  S  2  J  3  J  4  S  5  J  6  S
Get Sts to compare their answers with a partner, and play
Ask Sts which man they think Elspeth prefers and why.
the audio again if necessary.
1B 19

4037631 EF4e Pre-Int TG Spain.indb 19 04/12/2018 17:22


d e 1.21  Tell Sts they are now going to listen to Elspeth Sts swap roles and B describes his / her person to A. Do
talking about a third date and they must answer the two they know someone who would be a good partner for
questions. Before playing the audio, pre-teach enthusiastic. this person? Get feedback from various pairs.
Model and drill pronunciation /ɪnˌθjuːziˈæstɪk/. c This is the first time Sts are sent to the Writing section at
Now play the audio the whole way through. the back of the Student’s Book. In this section, Sts will find
Get Sts to compare with a partner. model texts, with exercises and language notes, and then
Check the answer to the first question and elicit ideas for a writing task. We suggest that you go through the model
the second. and do the exercise(s) in class, but set the actual writing
(the last activity) for homework.
EXTRA IDEA   Ask Sts more questions about the date, e.g.
Tell Sts to go to Writing Describing yourself on p.199.
What’s his name? What problem is there at the beginning? What
does George do?, etc. Focus on a and get Sts to read Charlie’s profile and answer
questions 1–7.
Yes, it is. The date is going well. Get Sts to compare with a partner, and then check answers.
1 Carlos 
e 1.21 2 Guadalajara, Mexico
(script in Student’s Book on p.206) 3 He’s a (physics) student.
Date 3 4 His parents and his dog
Date number three is George. He suggests a bar on South William 5 He has black hair, brown eyes, and a Roman nose.
Street. I arrive early – I’m definitely the most punctual person in 6 He’s positive and funny, but he can be serious, too.
the world. I stand outside, very confused: the bar is closed. For a 7 He watches TV and plays computer games.
moment, I think Mum has finally got it wrong. But a few minutes
later, he arrives – he just didn’t know the bar was closed. We go Now do b and tell Sts to read the profile again and correct
somewhere else and start chatting. He tells me he works in IT and is the ten mistakes.
from just outside Dublin. This guy is great fun. He’s very relaxed and
interesting – he’s travelled a lot. He tells a lot of funny stories. It’s all Get Sts to compare with a partner, and then check answers.
going well, and I’m getting very enthusiastic, when my phone pings. 1  I’m 21 years old.   2  studying  3  photo  4  brown  
5  friends  6  can be   7  don’t  8  much  9  because 
e e 1.22  Tell Sts they are now going to listen to the end of 10  English
the date. They must check their ideas from d and answer
the two questions. Now focus on the chart in c. Get Sts to first write the
Play the audio the whole way through. topics from the list in the first column of the chart
Check the answers to the first two questions and (Content), and then write the highlighted phrases from
elicit opinions on whether Elspeth and George have a the profile for each paragraph. Point out that Paragraph 1
second date. has been done for them.
Check answers.
The message was from her mother.
She feels very embarrassed and wants to die. Content Phrases
Paragraph 2 work / study, family I’m going to tell
e 1.22 you about…;
It’s all going well, and I’m getting very enthusiastic, when my phone I live with…
pings. It’s on the table between us and it’s a text. From my mother.
Well, is he lovely? Love Mum. Paragraph 3 physical appearance As you can see
George looks at my screen and reads the text. I want to die. from the…;
My father always
EXTRA SUPPORT   If there’s time, you could get Sts to listen says…
again to all parts of the audio with the scripts on p.206, Paragraph 4 personality I think I’m a…;
so they can see exactly what they understood / didn’t My…say…
understand. Translate / Explain any new words or phrases.
Paragraph 5 hobbies and interests …when I’m not in
f Do this as a whole-class activity and elicit Sts’ opinions. Tell class…;
them what you think, too. …when I can, I
FOR SPEAKERS OF SPANISH   Online Practice Listening: like…
Personality and physical appearance
Focus on d and tell Sts they are now going to plan their
5 SPEAKING & WRITING  describing yourself own profile. They should add notes to the last column
(My information) in the chart.
a Give Sts five minutes to make a few notes about a person
they know well who is single and looking for a partner. When Sts are ready, focus on e and tell them to write
Monitor and help with vocabulary. their own profiles on a piece of paper. As this writing
task is quite short, you may like to get Sts to do it in class.
EXTRA SUPPORT   Tell Sts to make notes about their person in Otherwise, set it for homework.
the form. In f, Sts check their work for mistakes before giving it in.
b MEDIATION ACTIVITY   Put Sts in pairs, A and B. A
describes his / her person and B listens and asks for more
information.

20 1B
4037631 EF4e Pre-Int TG Spain.indb 20 04/12/2018 17:22
1C The Remake Project
G   present continuous 1 VOCABULARY clothes
V  clothes: boots, skirt, etc., prepositions of place: under, next a Books open. Focus on the instructions and then give Sts
to, etc. time to look at the painting and photo and read about the
P   /ə/ and /ɜː/ Remake Project.
Elicit opinions from the class. You could also tell Sts what
Lesson plan you think.
b Tell Sts to look at both the painting and the photo and
The context for this lesson is a project called Remake, in
look for the items of clothing. Elicit 1 from the class and
which modern photographers recreate famous paintings.
explain the meaning of apron. Sts then continue to say
The images from one example, a painting by Vermeer
who is wearing the other items.
called The Milkmaid and its corresponding photo, are
used to present clothes vocabulary, and this is followed Check answers.
by a pronunciation focus on two common vowel sounds, 1  W  2  M  3  W  4  W  5  M  6  W
/ə/ and /ɜː/. Sts then focus again on the images and answer
questions, and this leads them to the Grammar section, c Tell Sts to go to Vocabulary Bank Things you wear
which is on using the present continuous for things that on p.237. Focus on the four sections (clothes, footwear,
are happening now, or around now, and for describing accessories, and jewellery) and make sure Sts know what
what is happening in a picture. The present continuous is they mean and how to pronounce them (/kləʊðz/,
also contrasted with the present simple for habitual actions /ˈfʊtweə/, /əkˈsesəriːz/, /ˈdʒuːəlri/).
or permanent situations. When Sts come back from the
Grammar Bank, they have a listening activity where they Vocabulary notes
hear an art expert talking about Vermeer and the painting. Some clothes words only exist in the plural, e.g. jeans,
They then revise prepositions of place, and all the language leggings, pyjamas, shorts, trousers, tights. These words
of the lesson is pulled together in a final speaking activity, cannot be used with a, e.g. NOT a trousers. If Sts want to
where Sts describe two more examples of paintings and use an indefinite article, they should use some, e.g.
their remakes to each other in order to find the similarities I bought some trousers / some shoes.
and differences. You could also teach a pair of, which is often used with
plural clothes words, e.g. a pair of trousers. Other words for
More materials for speakers of Spanish clothes, e.g. footwear, socks, and gloves are usually plural,
For teachers on Oxford Premium but can be used in the singular.
Photocopiables
Now get Sts to do a individually or in pairs.
Grammar  present simple or present continuous?
Vocabulary  Things you wear e 1.23   Now do b. Play the audio for Sts to listen and
Communicative  What are they doing? check.
Resources Check answers.
Tests for Escuelas Oficiales de Idiomas
Wordlists and additional teacher resources e 1.23
Things you wear
For students
Clothes Footwear Jewellery
Workbook 1C 11 blouse 24 boots 33 bracelet
Online Practice  1C 13 cardigan 25 flip-flops 32 earrings
3 coat 22 sandals 35 necklace
Plus extra Vocabulary and Pronunciation for speakers of
2 dress 23 shoes 34 ring
Spanish: more clothes 9 jacket 21 trainers
Grammar and Vocabulary Pocket Book 5 jeans
14 leggings Accessories
OPTIONAL LEAD-IN (BOOKS CLOSED)   18 pyjamas 26 belt
8 shirt 30 cap
Write the word CLOTHES on the board (or play Hangman 1 shorts 31 hat
with it). 6 skirt 28 gloves
20 socks 29 scarf
Then ask Sts how to pronounce it (/kləʊðz/) and if it is
7 suit 27 tie
singular or plural (plural). Explain that there is no singular 16 sweater
form, and that if they want to talk about an item of clothing, 19 tights
they should refer to it by name, e.g. a sweater. 4 top
10 tracksuit
Now draw a line before CLOTHES on the board, e.g. 12 trousers
__________ CLOTHES, and ask Sts what verbs they can use 15 T-shirt
with clothes. They should be able to produce wear, buy, try 17 underwear
on, and possibly put on and take off.

1C 21

4037631 EF4e Pre-Int TG Spain.indb 21 04/12/2018 17:22


Now either use the audio to drill the pronunciation of Play the audio again, stopping after each word for Sts to
the words, or model and drill them yourself. Give further repeat.
practice of any words your Sts find difficult to pronounce. EXTRA SUPPORT   If these sounds are difficult for your Sts,
Focus on c. Give Sts a minute to cover the words and look it will help to show them the mouth position. You could
at the photos to test themselves or each other. model this yourself or use the Sound Bank videos on
Focus on the information box for wear, carry, or dress? Online Practice.
and a pair, and go through it with the class.
d Put Sts in pairs and get them to ask and answer the
Finally, focus on Activation and put Sts in pairs, A and B. questions. You could get Sts to ask you a couple of
A starts by telling his / her partner what someone is questions first.
wearing and B has to guess who it is. They then swap roles.
Get some feedback from the class.
Tell Sts to go back to the main lesson 1C.
FOR SPEAKERS OF SPANISH   Online Practice Pronunciation:
EXTRA SUPPORT   If you think Sts need more practice, you more clothes
may want to give them the Vocabulary photocopiable
activity at this point.
3 GRAMMAR  present continuous
FOR SPEAKERS OF SPANISH   Online Practice Vocabulary: a Focus on the instructions and sentences 1–6. Make sure
more clothes Sts know the meaning of pour /pɔː/. Model and drill
FOR SPEAKERS OF SPANISH   Pocket Book Vocabulary: things pronunciation.
you wear Now tell Sts to look at both the Vermeer painting and the
photo, and complete gaps 1–6.
Check answers.
2 PRONUNCIATION  /ə/ and /ɜː/
1  They’re  2  She’s  3  He’s  4  She’s  5  They’re  6  They’re
Pronunciation notes
The schwa /ə/ is the most common sound in English. It is b Focus on the sentences and give Sts time to choose the
a short sound, and always occurs in an unstressed syllable, correct form.
e.g. doctor /ˈdɒktə/, address /əˈdres/. Check answers.
You may want to point out to Sts that unstressed -er or
1  isn’t wearing   2  wear
-or at the end of a word are always pronounced /ə/, e.g.
teacher, better, etc. and that -tion is always pronounced EXTRA CHALLENGE   When Sts have chosen the correct form
/ʃən/. in each sentence, put them in pairs to discuss why the other
/ɜː/ is a similar sound, but it is a long sound and is always is wrong.
a stressed syllable, e.g. nurse /nɜːs/, worker /ˈwɜːkə/.
1 isn’t wearing (because we are describing a photo and saying
a e 1.24   Focus on the instructions and the question. what is happening at that moment)
Play the audio once for Sts just to listen. 2 wear (because it’s something that happens habitually /
frequently)
e 1.24 
See sounds and words in Student’s Book on p.12 c Tell Sts to go to Grammar Bank 1C on p.212.
Grammar notes
Then play it again, pausing after each word for Sts to
repeat. Some languages do not have an equivalent to the present
continuous and may always use the present simple. Typical
Ask Sts which sound is only in unstressed syllables.
mistakes are: The man in the picture wears a hat. We live with
The schwa sound /ə/ is only in unstressed syllables. friends at the moment because builders work on our house.
The present continuous is used to describe what is
b Focus on the instructions and make sure Sts understand happening in a painting because it is as if we were looking
that they have to underline the stress in the words in the at a scene through a window.
list and then decide if the highlighted sounds belong to
The future use of the present continuous (I’m leaving
1 or 2 in a. Point out that the first one (painter) has been
tomorrow) is presented in 3B.
done for them.
Put Sts in pairs and give them time to complete the task. Focus on the example sentences and play both audio
c e 1.25   Play the audio for Sts to listen and check. e 1.26 and e 1.27 for Sts to listen and repeat.
Check answers by writing the words on the board in the Encourage them to copy the rhythm. Then go through
two groups and underlining the stressed syllable. the rules with the class.
Now focus on the exercises for 1C on p.213. Sts do the
her 2  first 2  photograph 1   picture 1  prefer 2   curly 2  exercises individually or in pairs.
attractive 1  occasion 1  work 2  university 2
Check answers, getting Sts to read the full sentences.

e 1.25
painter 1  her 2  first 2  photograph 1  picture 1  prefer 2
curly 2  attractive 1  occasion 1  work 2  university 2

22 1C
4037631 EF4e Pre-Int TG Spain.indb 22 04/12/2018 17:22
a
1 Oliver is wearing a suit today! e 1.28
(script in Student’s Book on p.206)
2 It’s hot. Why are you wearing a coat?
Johannes Vermeer was a seventeenth-century painter from the
3 Jane isn’t sitting in her usual place today.
city of Delft, in Holland. He mainly painted the people and things
4 Hey! You’re standing on my foot!
he saw around him: the rooms in his house, the people who lived
5 What book are you reading? or worked there – usually women – and the things they did every
6 We’re renting a small flat at the moment. day. For example, in his work you will see women who are playing
7 Is she wearing make-up? music, reading or writing letters, or working in the kitchen. Vermeer
8 I’m planning a trip to the USA. was especially good at painting light coming into a room through
9 Is your brother working in London this week? windows. Partly for this reason, people often describe his work as
10 They aren’t getting on very well at the moment. being like photography or film – his paintings can seem very ‘real’.
b This painting, The Milkmaid, is one of these very ‘photographic’
1 He doesn’t bite images. The woman, a maid or a servant, is pouring milk into a bowl.
2 Why are you wearing sunglasses? It’s raining. Perhaps she’s making a bread and milk pudding, because there are
3 I’m not listening to it. pieces of broken bread on the table. Nobody knows if the woman
4 I need to find a cash machine. he painted was a real servant or a model. However, most people
5 The baby’s putting your pen in her mouth! think Vermeer usually painted his wife, his daughter, and his servant,
6 Do you usually cook at weekends? not models. A famous book and film called Girl with a Pearl Earring,
No, we normally eat out. inspired by one of his best-known paintings, is an imaginary story
about Vermeer and his relationship with his young servant.
7 What are you doing here?
People admired Vermeer’s paintings a lot in his lifetime, but he was
I’m waiting for Emma.
never rich. There are two reasons for this. First, because he painted
8 I usually drink tea, but I want a coffee today.
very slowly. Today, there are only thirty-four paintings which we can
9 She works from 9.00 to 5.00. be sure are by him. Second, because he used very expensive paints.
10 Marc lives in Paris, but he’s working in Nice at the moment. The blue paint he used for the milkmaid’s apron was made of lapis
lazuli, which was a very expensive stone.
Tell Sts to go back to the main lesson 1C. People loved this painting from the very beginning, and although it
EXTRA SUPPORT   If you think Sts need more practice, you is very small – only forty-six by forty-one centimetres – twenty years
may want to give them the Grammar photocopiable after Vermeer died, somebody bought the painting for one hundred
and seventy-five Dutch guilders. That was an enormous amount of
activity at this point.
money for the time.
FOR SPEAKERS OF SPANISH   Pocket Book Grammar: present
continuous c Tell Sts to look at 1–6 and focus on the example for 1.
Then ask Sts to tell you anything they can remember
about 2–6.
4 LISTENING  checking hypotheses (using visual
evidence and background knowledge) Play the audio again for Sts to make notes.
a Tell Sts that they are going to find out more about the EXTRA SUPPORT   Pause the audio after each paragraph to
painter Vermeer and The Milkmaid. Go through questions give Sts time to take in the information.
1–6, making sure Sts understand all the lexis, e.g. a pudding. Then play it again, pausing if necessary.
Put Sts in pairs and get them to discuss the questions. Get Sts to compare with a partner, and then check answers.
Elicit some answers from the class, but don’t tell them if
they are right or not. 2 light coming through windows  He was especially good at
painting this.
b e 1.28 Now tell Sts to listen and check their answers to a. 3 his wife, his daughter, and his servant  Most people think
Play the audio once the whole way through. they are the women in his paintings.
Get Sts to compare with a partner, and then check answers. 4 Girl with a Pearl Earring  It’s a film and a book about his
relationship with a young servant, inspired by one of his
EXTRA SUPPORT   Read through the script and decide if you
paintings.
need to pre-teach any new lexis before Sts listen. 5 the milkmaid’s apron  The blue paint he used for this was
very expensive (made from lapis lazuli, a very expensive
1  b  2  a  3  a  4  c  5  b  6  b stone).
6 175 Dutch guilders  What someone paid for the painting
20 years after his death. It was then a lot of money.

EXTRA SUPPORT   If there’s time, you could get Sts to listen


again with the script on p.206, so they can see exactly what
they understood / didn’t understand. Translate / Explain any
new words or phrases.

1C 23

4037631 EF4e Pre-Int TG Spain.indb 23 04/12/2018 17:22


5 VOCABULARY  prepositions of place 6 SPEAKING
a Tell Sts that when you are describing a picture, it’s a MEDIATION ACTIVITY   Focus on the Describing a picture
important to use the correct prepositions to say where box and go through it with the class. You might also want
things are. Focus on the prepositions and phrases in the to teach Sts the words foreground (= the part of a picture
list. that is nearest to you when you look at it) and background
Tell Sts to complete each gap with a word or phrase from (= the part of a picture behind the main objects, people,
the list. Point out that the first one (in) has been done for etc.). Model and drill pronunciation.
them. Put Sts in pairs, A and B, and get them to sit face-to-face
Get Sts to compare with a partner. if possible. Then tell them to go to Communication
Remakes, A on p.188, B on p.194.
EXTRA SUPPORT   If Sts don’t remember the prepositions very
well, you could spend a bit more time recycling them, using Go through the instructions with them carefully and make
things in the classroom, e.g. Where’s the TV? It’s on a shelf sure Sts are clear what they have to do. Stress that they
behind the table, etc. have to find the similarities and differences between the
original painting and the modern photo.
b e 1.29   Play the audio for Sts to listen and check. Give Sts a few minutes to look at their pictures and think
Check answers. about how they are going to describe them. Remind
2  in front of   3  On  4  in the middle of, between   them to use the present continuous to say what the
5  under  6  Behind  7  on the left of   8  In the corner people are doing.
9  on, above   10  next to Tell A Sts to start by describing their painting. When they
have finished, they should swap roles.
e 1.29  When Sts have finished, they must look at the paintings
1 The young man is in the kitchen. and photos together.
2 There’s a table in front of him. Tell Sts to go back to the main lesson 1C.
3 On the table there are some eggs, some bread, and some
strawberries. b MEDIATION ACTIVITY   Go through the questions and
4 The bread is in the middle of the table. It’s between the eggs and make sure Sts remember the meaning of posters, and
the strawberries. the difference between paint and draw. Put Sts in small
5 There’s a board under the bread. groups to discuss the questions.
6 Behind the man, there’s an old washing machine.
7 There’s a window on the left of the photo. Get some feedback from the class for each question. Tell
8 In the corner of the room there’s a sink and some cleaning them what you think for the first question, too.
products.
9 There’s a flower on the wall above the sink.
10 The sink is next to the window.

Now put Sts in pairs. Get them to cover the sentences


in a and look at the photo, and ask each other where the
things are.
Get some feedback from the class.

24 1C
4037631 EF4e Pre-Int TG Spain.indb 24 04/12/2018 17:22
1 Practical English  Hotel problems
EPISODE

Function calling reception 1 r INTRODUCTION


a e 1.30   Books open. Focus on the instructions and the
Lesson plan six photos. Make sure Sts understand the meaning of
mention. Give Sts a few minutes to think about which
This is the first in a series of six Practical English lessons (one
order to put them in.
every other File) which teach Sts functional language to help
them ‘survive’ in English in travel and social situations. Now play the video / audio once the whole way through.
There is a storyline based on two characters, Jenny Zielinski, Then play it again and get Sts to number the photos 1–6
an American journalist who works in the New York office of in the order Jenny mentions them.
a magazine called NewYork 24seven, and Rob Walker, a British Get Sts to compare with a partner, and then check answers.
journalist who works in London for the same magazine, but 1  B  2  D  3  C  4  F  5  A  6  E
who is now in New York for a month. If your Sts did English
File A1/A2, they will already be familiar with the characters.
If your Sts didn’t do English File A1/A2, you might want to e 1.30
point out that in the You Say section of the lessons, they My name’s Jenny Zielinski. I live and work in New York. I’m the
assistant editor of a magazine called NewYork 24seven.
will be watching or listening and then repeating what the
A few months ago, I visited our office in London to learn more
people say. If the speaker is Jenny, they will be listening to an about the company. I met the manager, Daniel O’Connor. I had
American accent, but they do not need to copy the accent lots of meetings with him, of course. And a working dinner on my
when they repeat her phrases. birthday… But I spent more time with Rob Walker. He’s one of the
The main focus of this lesson is on describing problems and writers on the London magazine. We had coffees together. We went
asking for help. sightseeing. I even helped Rob buy a shirt! He was fun to be with. I
liked him a lot. I think he liked me too. Rob isn’t the most punctual
These lessons can be used with Class DVD, Classroom
person in the world, but he is a great writer. We invited him to work
Presentation Tool, or Class Audio (audio only). Sts can find for the New York magazine for a month…and he agreed! So now
all the video content and activities on Online Practice. Rob’s coming to New York. I know he’s really excited about it. It’s
going to be great to see him again.
More materials for speakers of Spanish
For teachers on Oxford Premium b Focus on questions 1–7 and give Sts time to read them.
Resources Play the video / audio again for Sts to watch or listen a
Video  Practical English Episode 1 second time, and answer the questions.
Quick Test 1 Get Sts to compare with a partner, and then check answers.
File 1 Test Make sure Sts understand the meaning of punctual. Model
For students and drill pronunciation /ˈpʌŋktʃuəl/.
Workbook  Practical English 1 1 She works for a magazine. / She is the assistant editor of a
  Can you remember...? 1 magazine.
Online Practice  Practical English 1 2 She went to London.
  Check your progress 3 Rob is one of the writers for the magazine.
4 They had coffee and went sightseeing and shopping.
OPTIONAL LEAD-IN (BOOKS CLOSED)   5 She likes him a lot. He was fun.
If your Sts did English File A1/A2, elicit anything they can 6 He isn’t very punctual. / He’s always late.
remember about Rob and Jenny, and write it on the board in 7 He is going to be in New York for a month.
columns under their names. Leave it on the board so when
EXTRA SUPPORT   If there’s time and you are using the video,
Sts do exercise c, they can see if Jenny mentions any of the
you could get Sts to watch again with subtitles, so they
points on the board.
can see exactly what they understood / didn’t understand.
If your Sts didn’t do English File A1/A2, introduce this lesson Translate / Explain any new words or phrases.
by giving the information in the Lesson plan.
Focus on the first two photos at the top of the page and tell
Sts that the woman is Jenny and the man is Rob, and that
they are the main characters in these lessons.
Get Sts to describe them, using language that they learned
in 1B, e.g. Jenny is blonde. She has long, straight hair, etc.

PE1 25

4037631 EF4e Pre-Int TG Spain.indb 25 04/12/2018 17:22


2 r CALLING RECEPTION d MEDIATION ACTIVITY   Focus on the I’ll information box

a e 1.31   Focus on the photo and ask Sts Where is Rob? and go through it with the class.
(in his hotel room) and What is he doing? (making Put Sts in pairs, A and B. A is the receptionist. Get Sts to
a phone call). read the conversation aloud, and then swap roles.
Now either tell Sts to close their books, and write the e MEDIATION ACTIVITY   Put Sts in pairs, A and B. Tell them
questions on the board, or get Sts to focus on the two to read their instructions, and help them to understand
questions and cover the conversation on page 13. exactly what they have to do.
Play the video / audio once the whole way through and A is the receptionist and has his / her book open. He / She
then check answers. reads the You hear part with the new information. Elicit
that he / she may need to change Sir to Madam if B is a
Rob calls reception because he has some problems in his room. woman.
B has his / her book closed. He / She should quickly read
e 1.31 e 1.32 the You say phrases again before starting.
Re = receptionist, R = Rob
Re Hello, reception.
Sts now role-play the conversation. A starts. Monitor
R Hello. This is room six-one-three. (repeat) and help.
Re How can I help you? EXTRA IDEA   Before Sts start the role-play, elicit some other
R There’s a problem with the air conditioning. (repeat) It isn’t
working, and it’s very hot in my room. (repeat) things they could have in a hotel room, e.g. a TV, a towel, a
Re I’m sorry, sir. I’ll send somebody up to look at it right now. chair, etc., and write them on the board. Then elicit some
R Thank you. (repeat) problems they might have with these things in the room,
*** e.g. the TV doesn’t work, there’s no towel, the chair is
Re Good evening, reception. broken, etc.
R Hello. I’m sorry to bother you again. This is room six-one-three.
(repeat) f When Sts have finished, they should swap roles.
Re How can I help you? You could get a few pairs to perform in front of the class.
R I have a problem with the wi-fi. (repeat) I can’t get a signal.
(repeat)
Re I’m sorry, sir. I’ll put you through to IT. 3 r JENNY AND ROB MEET AGAIN
R Thanks. (repeat) a e 1.33   Focus on the photo and ask Sts where they are
and how Rob looks.
b Now focus on the conversation in the chart. Ask Sts
Focus on the instructions and on sentences 1–7.
Who says the You hear sentences? and elicit that it is the
Go through them with Sts and make sure they
receptionist. Ask What nationality is he? (American). Then
understand them.
ask Who says the You say sentences? and elicit that here it
is Rob. These phrases will be useful for Sts if they have a Now play the video / audio once the whole way through,
problem in a hotel. and get Sts to mark the sentences T (true) or F (false).
Make it clear that they don’t need to correct the false
Give Sts a minute to read through the conversation and
sentences yet.
think what the missing words might be. Then play the
video / audio again, and get Sts to complete the gaps. Get Sts to compare with a partner, and then check answers.
Play again if necessary. 1  F  2  F  3  T  4  F  5  F  6  T  7  F
Get Sts to compare with a partner, and then check answers.
1  help  2  send  3  evening  4  put

You might want to model and drill the pronunciation


of wi-fi /ˈwaɪ faɪ/ and signal /ˈsɪgnəl/. Elicit / Explain
what to put someone through means and that IT stands
for Information Technology, so here it means the people
responsible for wi-fi at the hotel.
Go through the conversation line by line with Sts,
helping them with any words or expressions they don’t
understand.

c e 1.32   Now focus on the You say phrases and tell Sts
they’re going to hear the conversation again. They should
repeat the You say phrases when they hear the beep.
Encourage them to copy the rhythm and intonation.
Play the video / audio, pausing if necessary for Sts to
repeat the phrases.

e 1.32
Same as script 1.31 with repeat pauses

26 PE1
4037631 EF4e Pre-Int TG Spain.indb 26 04/12/2018 17:22
e Focus on the instructions and make sure Sts understand
e 1.33 what they have to do.
J = Jenny, R = Rob Get Sts to compare with a partner, and then check answers.
J So, here you are in New York at last.
R Yeah, it’s great to be here. It’s really exciting. A  3, 1   B  2  C  6  D  4  E  5
J And how’s your hotel?
R It’s fine. My room is really…nice. Now put Sts in pairs and get them to practise the
J Do you have a good view from your room?
conversations.
R I can see lots of other buildings.
J Tomorrow, I’m going to show you around the office and introduce Finally, focus on the CAN YOU…? questions and ask Sts
you to the team. Barbara’s looking forward to meeting you…You if they feel confident they can now do these things. If
remember Barbara, my boss? they feel that they need more practice, tell them to go to
R Oh…yeah, sorry.
Online Practice to watch the episode again and practise
J And then you can start thinking about your blog and the column.
Have you got any ideas yet, Rob?…Rob? the language.
R What? Sorry, Jenny.
J You must be really tired.
R Yes, I am a bit. What time is it now?
J It’s nine o’clock.
R Nine o’clock? That’s two o’clock in the morning for me.
J Let’s finish our drinks. You need to go to bed.
R I guess you’re right.
J So, I’ll see you in the office at eleven in the morning.
R At eleven?
J Is that OK?
R It’s perfect. Thanks, Jenny.
J There’s just one thing.
R What’s that?
J Don’t be late.
R By the way, it’s great to see you again.
J Yeah. It’s great to see you, too.

b Play the video / audio again for Sts to watch or listen a


second time and correct the false sentences.
Get Sts to compare with a partner, and then check answers.
1 Rob says the hotel is fine.
2 Jenny is going to show him round the office tomorrow.
4 Rob is tired.
5 It’s two in the morning for Rob.
7 Jenny thinks that Rob is going to be late.

EXTRA SUPPORT   If there’s time and you are using the video,
you could get Sts to watch again with subtitles, so they
can see exactly what they understood / didn’t understand.
Translate / Explain any new words or phrases.
c Focus on the Social English phrases. In pairs, get Sts to
see if they can remember any of the missing words.
EXTRA CHALLENGE   In pairs, get Sts to complete the phrases
before they listen.
d e 1.34   Play the video / audio for Sts to watch or listen
and complete the phrases.
Check answers. If you know your Sts’ L1, you could get
them to translate the phrases.
1  great  2  good  3  must  4  right  5  way  6  too

e 1.34
1 It’s great to be here.
2 Do you have a good view?
3 You must be really tired.
4 I guess you’re right.
5 By the way…
6 It’s great to see you, too.

Now play the video / audio again, pausing after each


phrase for Sts to watch or listen and repeat.

PE1 27

4037631 EF4e Pre-Int TG Spain.indb 27 04/12/2018 17:22


2A OMG!
1A Welcome
Where’s
to themy
class
passport?
G   past simple: regular and irregular verbs He lost his phone.
V  holidays Yes.
P   regular verbs: -ed endings
c Focus on the instructions and make sure Sts know what
they have to do. Point out that the first one has been
Lesson plan done for them. Now tell Sts to read the story again.
The past simple (regular and irregular verbs) is revised in When they have finished reading, they should cover it and
detail in this lesson, through the context of holidays, with look at 2–11.
three stories about trips where people lose something Check answers.
important. Sts begin by reading about Stuart, who went on
holiday with a group of friends and misplaced his phone. 2 One day, they went for a long walk.
3 It took about two hours to get to the top of the mountain.
Sts then listen to a similar story. Sts then thoroughly revise
4 They had lunch at the top of the mountain.
the past simple of both regular and irregular verbs. There is 5 The view was amazing.
a pronunciation focus which revises -ed endings in regular 6 Stuart wanted to take another photo, but he couldn’t find his
verbs. After Sts learn new holiday vocabulary, they listen to phone.
four conversations which focus on showing interest and 7 He went back up the mountain with all his friends.
using ‘interested’ intonation. Finally, Sts interview each other 8 They spent about half an hour looking for the phone.
about their last holiday using a short questionnaire. 9 It started to get colder.
10 He found his phone in his jacket pocket.
More materials for speakers of Spanish 11 His friends were very nice about it.
For teachers on Oxford Premium
Deal with any other new vocabulary. Model and drill the
Photocopiables pronunciation of any tricky words.
Grammar  past simple: regular and irregular
d e 2.1   Now tell Sts they are going to listen to another
Vocabulary Holidays
story about someone losing something, and they must
Communicative  Truth or lie?
answer the two questions. You could write the two
Resources questions on the board and get Sts to close their books.
Tests for Escuelas Oficiales de Idiomas
Play the audio once the whole way through.
Wordlists and additional teacher resources
Get Sts to compare answers, and then play the audio
For students
again if necessary.
Workbook 2A
Check answers.
Online Practice 2A
EXTRA SUPPORT   Read through the script and decide if you
Plus extra Pronunciation for speakers of Spanish: past
need to pre-teach any new lexis before Sts listen.
simple verbs
Grammar and Vocabulary Pocket Book Marta lost her ID card.
No.
OPTIONAL LEAD-IN (BOOKS CLOSED)  
Write MY LAST HOLIDAY on the board and tell Sts they have
two minutes to find out from you as much as possible about e 2.1
(script in Student’s Book on p.206)
your last holiday. Elicit questions in the past simple, Marta’s story
e.g. Where did you go?, etc. This happened two years ago. I’m Spanish, but I was in Ireland at the
time because I had a job in Dublin. Some friends of mine who lived
1 READING & LISTENING  in Lyon, in France, invited me to come and stay, so I decided to have
a short holiday, a long weekend, from Friday to Tuesday. I looked
understanding the key events in a story
for cheap flights, but I couldn’t find any direct ones. The only thing I
a Books open. Focus on the title of the lesson and ask what could find was Ryanair from Dublin to Brussels, and then Air France
Sts think the title means (OMG stands for Oh my God or from Brussels to Lyon.
Oh my Goodness). Tell Sts this abbreviation is very informal Anyway, the flight to Brussels was fine, and when I arrived, I went
and is used in, e.g. tweets and WhatsApp messages. to the gate for my next flight to Lyon, but then when I needed to
show my boarding pass and my ID, I couldn’t find my ID card. I looked
Now focus on the instructions and make sure Sts know
everywhere – in my bag, in my case – but it wasn’t there. The people at
the meaning of lose. Model and drill pronunciation /luːz/. the gate were very nice and they made some phone calls, but nobody
You could also elicit the opposite (to find). could find it. So they told me to wait in a small room and I sat there for
Either put Sts in pairs or do it as a whole-class activity. more than an hour, and my flight to Lyon left without me.
It was awful – I cried – I was so stressed and unhappy. In the end, a
If Sts worked in pairs, get some feedback.
policeman came and he said that I couldn’t go to France because
b Give Sts time to read the story and answer the questions. I didn’t have any ID – the only place I could go was to Spain to get
Get Sts to compare with a partner, and then check answers. a new ID card! I waited another five or six hours for the flight to
Madrid, feeling very depressed.
EXTRA SUPPORT   Before Sts read the story the first time,
So I never had my holiday! I spent the weekend in Madrid getting
check whether you need to pre-teach any vocabulary. my new ID card!

28 2A
4037631 EF4e Pre-Int TG Spain.indb 28 04/12/2018 17:22
e Tell Sts they are going to listen to Marta again. Give them c Put Sts in pairs or do this as a whole-class activity. Give
time to read questions 1–7. them a minute to remember how to make negatives and
Play the audio again and get Sts to answer the questions. questions.
Get Sts to compare with a partner, and then check answers. If Sts worked in pairs, check answers.

1 Two years ago with was / were:


2 Lyon. Her friends invited her to come and stay. − = wasn’t or weren’t, e.g. It wasn’t cold.
3 There were no cheap direct flights. ? = Were (you, etc.)?, Was (he, etc.)?, e.g. Was it nice?
4 She couldn’t find her ID card. with could:
5 She felt stressed and unhappy. − = couldn’t, e.g. We couldn’t stay very long.
6 He said that she couldn’t go to France because she didn’t ? = Could (I, you, etc.)?, e.g. Could you swim there?
have any ID.
7 Madrid. She got a new ID card. / She spent the weekend with other verbs:
− = didn’t + infinitive, e.g. I didn’t show them, I didn’t want it.
getting a new ID card.
? = Did (you, etc.) + infinitive?, e.g. Did you go…?

EXTRA SUPPORT   If there’s time, you could get Sts to listen


d Tell Sts to go to Grammar Bank 2A on p.214.
again with the script on p.206, so they can see exactly what
they understood / didn’t understand. Translate / Explain any Grammar notes
new words or phrases. You may also want to remind Sts:
f Put Sts in pairs or small groups and get them to answer • that irregular forms (went, had, etc.) are only used in
the questions. positive sentences
EXTRA SUPPORT   To help Sts tell their story, write the • that the vast majority of verbs are regular. The irregular
following questions on the board: verbs need to be learned, but Sts already know the
1  WHERE WERE YOU AND WHO WERE YOU WITH? most common ones
2  WHAT HAPPENED? Tell Sts to go to Irregular verbs on p.250 and explain that
3  WHAT DID YOU DO NEXT? this is their reference list. Get Sts to go through the list
4  HOW DID IT END? quickly in pairs, checking that they know what the verbs
Get some Sts to tell their stories to the class. If you have mean. Encourage them to highlight verbs they didn’t
ever lost anything important on holiday, tell Sts about it. know or had forgotten the past form of.
Let Sts test each other, or test round the class.
2 GRAMMAR  past simple: regular and e 2.2   Focus on the example sentences and play the
irregular verbs audio for Sts to listen and repeat. Encourage them to copy
a Focus on the verbs and tell Sts that some are regular and the rhythm. Then go through the rules with the class.
some are irregular. Make sure Sts know what they mean, Now focus on the exercises for 2A on p.215. Sts do the
but don’t spend too much time on the pronunciation, as exercises individually or in pairs.
Sts will be focusing on this later. Elicit the past simple of
the first one (went) and then get Sts to do the others in Check answers, getting Sts to read the full sentences.
pairs. Encourage them to do as many as they can without a
looking back at the story and then check their answers in 1  drove  ​2  broke  ​3  spent  ​4  got  ​5  went  ​6  couldn’t  ​
Stuart’s story. 7  were  ​8  didn’t know   ​9  found  ​10  stayed  ​11  saw  ​
Check answers. 12  bought  ​13  wanted  ​14  didn’t have   ​15  was  ​16  wasn’t  ​
17  started  ​18  left  ​19  stopped
go – went b
climb – climbed 1 Did you have a good time?
be – was, were 2 Who did you go with?
take – took 3 Where did you stay?
have – had 4 How much did the plane tickets cost?
can – could 5 What was the weather like?
sit – sat 6 What did you do in the evening?
get – got
want – wanted Tell Sts to go back to the main lesson 2A.
think – thought
EXTRA IDEA   Remind Sts that a very good way of learning
decide – decided
say – said irregular verbs is through reading stories. Show them a few
spend – spent Graded Readers if you can, and if you have a class library,
start – started encourage them to take out a book to read at home.
feel – felt
EXTRA SUPPORT   If you think Sts need more practice, you
b Tell Sts to complete the gaps in 1–3 with negative past may want to give them the Grammar photocopiable
simple verbs. activity at this point.
They then check their answers in Stuart’s story. FOR SPEAKERS OF SPANISH   Pocket Book Grammar: past
Check answers. simple: regular and irregular verbs
1  wasn’t  2  couldn’t  3  didn’t

2A 29

4037631 EF4e Pre-Int TG Spain.indb 29 04/12/2018 17:22


3 PRONUNCIATION -ed endings asked /t/  called /d/  checked /t/  happened /d/  lived /d/ 
stopped /t/  thanked /t/
Pronunciation notes
The regular past simple ending -ed can be pronounced in FOR SPEAKERS OF SPANISH   Online Practice Pronunciation:
three different ways: past simple verbs
1 -ed is pronounced /t/ after verbs ending in these
unvoiced* sounds: /k/, /p/, /f/, /s/, /ʃ/, and /tʃ/, e.g.
4 VOCABULARY holidays
looked, hoped, laughed, passed, washed, watched.
a Focus on the instructions and the examples. Highlight
2 After voiced endings, -ed is pronounced /d/, e.g. arrived,
that the verbs are in the -ing form because they are things
changed, showed. This group is the largest.
you like doing.
3 After verbs ending in /t/ or /d/, the pronunciation of -ed
Give Sts a minute to write five things, then get them to
is /ɪd/, e.g. hated, decided.
compare their list with a partner.
The difference between 1 and 2 is very small and rarely
Elicit some of the verb phrases Sts have used and write
causes communication problems. The most important
them on the board, e.g. swimming, going to restaurants,
thing is for Sts to be clear about rule 3.
seeing new places, etc.
* For information on Voiced and unvoiced consonants,
EXTRA IDEA   Tell Sts to decide which activity on the board is
see Pronunciation & Speaking 1B on p.18.
their favourite and take a vote with a show of hands.

a e 2.3   Focus on the task and play the audio for Sts to b Tell Sts to go to Vocabulary Bank Holidays on p.238.
listen to the three sentences from Marta's story.
Check answers. Vocabulary notes
Highlight:
1  looked  ​2  happened  ​3  waited 
• the difference between go out (at night) = leave your
house / hotel, e.g. go to a restaurant, a club, etc., and
e 2.3 go away (for the weekend) = leave your town, e.g. go to
1 I looked everywhere – in my bag, in my case – but it wasn’t there. the country, to another town, etc.
2 This happened two years ago.
3 I waited another five or six hours. • the difference between swim and go swimming (which
applies to all the other expressions, e.g. go walking,
b e 2.4   Focus on the three sound pictures. Elicit and drill sailing, surfing, etc.). We use go + swimming, etc. when
the words and sounds: tie /t/, dog /d/, and /ɪd/. we refer to it as an activity rather than an ability or way
Play the audio once for Sts just to listen to the sounds and of moving. Compare I go swimming every day and I can
sentences. swim very well, and We went walking in the hills and We
walked to the shops.
e 2.4 Focus on 1 Phrases with go and get Sts to do a
See sounds and sentences in Student’s Book on p.25
individually or in pairs. Some of these phrases should
Then play it again for Sts to listen and repeat. already be familiar to them.
Now focus on the Regular past simple verbs box and go e 2.6   Now do b. Play the audio for Sts to listen and
through it with the class. check.
c Give Sts a minute to practise saying the verbs in the list in Check answers.
the past and to decide which ones have /ɪd/ endings.
e 2.6
EXTRA CHALLENGE   Draw three columns on the board for the Holidays 1 Phrases with go
sounds. Get Sts to write the verbs in the correct column. 7 go abroad
10 go away for the weekend
d e 2.5   Play the audio for Sts to listen and check. 4 go by bus
Check answers. Remind Sts that you only pronounce the e 8 go camping
in -ed endings when verbs finish in a /t/ or /d/ sound, and 9 go for a walk
5 go on holiday
then the -ed ending is pronounced /ɪd/. 3 go out at night
1 go sightseeing
decided, rented, started, wanted
6 go skiing
2 go swimming
e 2.5
asked, called, checked, decided, happened, lived, rented, started, Now either use the audio to drill the pronunciation of the
stopped, thanked, wanted phrases, or model and drill them yourself. Give further
practice of any words and phrases your Sts find difficult to
EXTRA SUPPORT   Play the audio again, pausing after each pronounce.
verb for Sts to listen and repeat. Focus on c and get Sts to cover the phrases and look at
the photos. They can test themselves or their partner.
EXTRA CHALLENGE   Elicit whether the other verbs are /t/
or /d/. Focus on 2 Other holiday phrases and get Sts to do a
individually or in pairs.

30 2A
4037631 EF4e Pre-Int TG Spain.indb 30 04/12/2018 17:22
e 2.7   Now do b. Play the audio for Sts to listen and 5 SPEAKING
check. a e 2.9   Focus on the task and make sure Sts understand
Check answers. what they have to do.
Play the audio once the whole way through.
e 2.7
2 Other holiday phrases Now play it again and get Sts to complete the gaps.
stay in a hotel / stay at a campsite / stay with friends Check answers, making sure Sts understand the meaning
take photos of the phrases.
buy souvenirs
sunbathe on the beach 1  Wow  2  no, pity   3  Fantastic  4  Really, awful
have a good time
spend money
rent an apartment e 2.9
hire a bicycle 1 A  I went to New York last week.
B  Wow! Did you like it?
book a flight online
2 A  The weather was terrible – it rained every day.
B  Oh no! What a pity! What did you do?
Now either use the audio to drill the pronunciation of the 3 A  We went to a show in the West End.
phrases, or model and drill them yourself. Give further B  Fantastic! What show was it?
practice of any words and phrases your Sts find difficult to 4 A  I lost my phone on the first day.
pronounce. B  Really? How awful! How did you lose it?

Focus on the rent or hire? box and go through it with


b Now play the audio again, pausing after B’s responses
the class. You could tell Sts that flat is British English and
for Sts to listen and repeat. Encourage them to copy B’s
apartment is American English, although British people
intonation.
use both words.
EXTRA IDEA  
Say some positive or negative things that have
Now focus on c. Get Sts to test themselves by covering
the verbs and remembering the phrases. happened to you recently, and elicit responses from Sts.
Focus on 3 Adjectives. Elicit the meaning of the What was c Focus on the questions and elicit what the missing words
the…like? questions. Then give Sts a minute to match the are (did you in most questions and was / were in others).
questions and answers.
1 Where did you go?
e 2.8   Now do b. Play the audio for Sts to listen and 2 When did you go?
check. 3 Who did you go with?
Check answers. 4 Where did you stay? What was it like?
5 What was the weather like?
e 2.8 6 What did you do during the day?
3 Adjectives 7 What did you do in the evening?
1 What was the weather like? 8 Did you have a good time?
It was warm. It was sunny. 9 Did you have any problems?
It was very windy. It was foggy. It was cloudy.
2 What was the hotel like? Drill the complete questions quickly round the class.
It was comfortable. It was luxurious. d Give Sts time to think about their answers to the
It was basic. It was dirty. It was uncomfortable.
3 What was the town like?
questions. Tell them that they can talk about another
It was beautiful. It was lovely. holiday they remember well, not necessarily their last
It was noisy. It was crowded. holiday.
4 What were the people like?
EXTRA SUPPORT   Give Sts enough time to make notes or
They were friendly. They were helpful.
They were unfriendly. They were unhelpful. write full answers to the questions.
e MEDIATION ACTIVITY   Put Sts in pairs, A and B. A answers
Now either use the audio to drill the pronunciation of the B’s questions. B must try to show interest and ask for more
sentences (It was warm, It was sunny, etc.), or model and information. Monitor and correct.
drill the adjectives (warm, sunny, etc.) yourself. Give further
Sts swap roles.
practice of any words or phrases your Sts find difficult to
pronounce. Get some feedback from the class.
Focus on the General positive and negative adjectives EXTRA SUPPORT   You could get Sts to interview you first.
box and go through it with the class. Make sure they ask you for extra information, and then give
Finally, focus on Activation. Put Sts in pairs to discuss as much information as you can.
which alternatives they prefer.
Get some feedback.
Tell Sts to go back to the main lesson 2A.
EXTRA SUPPORT   If you think Sts need more practice, you
may want to give them the Vocabulary photocopiable
activity at this point.
FOR SPEAKERS OF SPANISH   Pocket Book Vocabulary:
holidays; other holiday phrases, adjectives

2A 31

4037631 EF4e Pre-Int TG Spain.indb 31 04/12/2018 17:22


2B That’s me in the picture!
G   past continuous Put Sts in pairs and give them time to discuss the questions.
V   prepositions of time and place: at, in, on Elicit ideas, encouraging Sts to say why, but don’t tell Sts if
P   weak forms: was, were they are correct or not yet.

b Get Sts to read the article to check their answers to a.


Lesson plan Check answers.
This lesson starts with a photo from a feature in the Guardian
called That’s me in the picture. The photo by Henri Cartier- EXTRA SUPPORT   Before Sts read the article the first time,
Bresson, a well-known French photographer, is of a couple in check whether you need to pre-teach any vocabulary.
a park in Paris. Sts read an article in which the woman in the
1  the 1970s   ​2  autumn  ​3  an owl in a tree   ​4  bread, to give
photo tells the story behind it. They then focus on vocabulary
the animals in the zoo
and the correct use of the prepositions at, in, and on, both
for time (revision) and place. The story behind the photo also c Focus on questions 1–6 and go through them with Sts.
provides the context for the presentation of a new structure, Give Sts time to read the article again and answer the
the past continuous. Sts then focus on the weak forms of questions.
was and were in the past continuous. This helps them when
Get Sts to compare with a partner, and then check answers.
they go on to listen to a woman describing six photos on her
Instagram page. The lesson ends with Sts talking about their 1 She was living in London, in her early twenties, working for an
own favourite photos, and then writing about one of them. advertising agency.
2 She met him at a nightclub on a beach in the south of France.
More materials for speakers of Spanish She found a job in Paris because she wanted to be with him.
For teachers on Oxford Premium 3 They went for a walk.
4 They stopped because they heard a lot of noise coming from
Photocopiables
a tree. They saw an owl and some little birds attacking it.
Grammar  past continuous 5 She called Cartier-Bresson, and he sent her a copy.
Vocabulary Prepositions at, in, on 6 Because it was a happy time for her.
Communicative  Who did it?
Resources Deal with any other new vocabulary. Model and drill the
Tests for Escuelas Oficiales de Idiomas pronunciation of any tricky words.
Wordlists and additional teacher resources d Do this as a whole-class activity. You could also tell the
For students class if there is a photo with you in it that you really love.
Workbook 2B
Online Practice 2B
2 VOCABULARY  at, in, on
a Focus on the instructions and give Sts time to complete
Plus extra Vocabulary, Pronunciation, and Listening
the gaps.
for speakers of Spanish: opposite adjectives; at, in, on;
weren’t; My profile picture Check answers.
Grammar and Vocabulary Pocket Book 1  In, in   ​2  at  ​3  On  ​4  in, in

OPTIONAL LEAD-IN (BOOKS CLOSED)   b Tell Sts to go to Vocabulary Bank Prepositions on p.239
Write PHOTO on the board. Ask Sts what it is short for and focus on 1 at / in / on.
(photograph) and elicit the verb we use with it (take).
Elicit / Teach the words for a person who takes photos
Vocabulary notes
(photographer) and the subject (photography). Write them Place
on the board and model the pronunciation. Ask Sts how the Sts are often confused about the difference between at
word stress changes and underline it on the board: and in + places, as they often encounter both. At this level,
it is probably better to simplify the rules, and to point out
PHOTOGRAPH PHOTOGRAPHER PHOTOGRAPHY
that with shops and buildings, e.g. the supermarket or
the cinema, you can use at or in when you answer the
1 READING  checking hypotheses (using visual question Where were you?. With airport and station, we
evidence) normally use at.
a Books open. Focus on the instructions and the photo Time
on p.26. Find out if any Sts have heard of Henri Cartier- Remind Sts that years from 2000 to 2010 are usually two
Bresson. You could tell them that he is considered one thousand and one, etc. From 2011 onwards, we normally
of the major photographers of the 20th century. He was say twenty eleven, twenty twelve, etc.
born in 1908 and died in 2004. Point out to Sts that we say in the morning / afternoon /
Now focus on questions 1–4 and make sure Sts know evening, but at night.
what a decade is. You might also want to check that Sts
know the meaning of time of year (= season).

32 2B
4037631 EF4e Pre-Int TG Spain.indb 32 04/12/2018 17:22
Focus on a and get Sts to complete the left-hand column 3 GRAMMAR  past continuous
of the chart. a Focus on the highlighted verbs in the two sentences and
e 2.10   Now do b. Play the audio for Sts to listen and do the questions as a whole-class activity.
check. Track 2.10 is quite long, so you might want to
check answers without playing the audio. 1  were looking   2  was living, was working

b Tell Sts to go to Grammar Bank 2B on p.214.


e 2.10
Prepositions 1 at / in / on Grammar notes
1 in
countries and cities: in Spain, in Madrid
If Sts have an equivalent of the past continuous in their L1,
rooms: in the kitchen then it doesn’t normally cause problems. If they don’t, it’s
buidlings: in a shop, in a museum important to make the use very clear.
closed spaces: in a park, in a garden, in a car We often use the past continuous at the beginning of a
months: in February, in June story, to set the scene and to say what was happening,
seasons: in winter
e.g. On 1st April, I was staying with some friends in the
years: in 2018
times of day: in the morning, in the afternoon, in the evening country. It was a sunny day and we were having lunch in the
2 on garden.
transport: on a bike, on a bus, on a train, on a plane, on a ship Very often these ‘actions in progress’ (past continuous) are
a surface: on the floor, on a table, on a shelf, on the balcony, ‘interrupted’ by a short, completed action (past simple),
on the roof, on the wall e.g. We were having lunch in the garden when suddenly it
dates: on the first of March
started to rain.
days: on Tuesday, on New Year’s Day, on Valentine’s Day
3 at Highlight the similarity in form with the present
places: at school, at home, at work, at university, at the airport, continuous. It is identical except for using was / were
at the station, at a bus stop instead of am / is / are.
times: at six o’clock, at half past two, at quarter to eight, at night, You may also want to remind Sts of the spelling rules for
at the weekend
festival periods: at Christmas, at Easter
the -ing form (see Grammar Bank 1C).
when or while?
Now either use the audio to drill the pronunciation of the We can connect two actions with when or while:
phrases, or model and drill them yourself. Give further when + past simple, while / when + past continuous.
practice of any words your Sts find difficult to pronounce.
Focus on the example sentences and play both audio
Focus on Activation. Put Sts in pairs, A and B. A (book
e 2.11 and e 2.12 for Sts to listen and repeat. Encourage
open) tests B (book closed) for two minutes. Then they
them to copy the rhythm. Then go through the rules with
swap roles. Allow at least five minutes for Sts to test each
the class.
other. Then get Sts to close their books, and test them
round the class, saying a word, e.g. home, for Sts to say the Now focus on the exercises for 2B on p.215. Sts do the
preposition at. exercises individually or in pairs.
Tell Sts to go back to the main lesson 2B. Check answers, getting Sts to read the full sentences.
EXTRA SUPPORT   If you think Sts need more practice, you a
may want to give them the Vocabulary photocopiable 1  I took this photo when we were travelling in Greece.
activity at this point. 2  He met his wife when he was living in Japan.
3  Was she wearing a coat when she went out?
c Put Sts in pairs, A and B, and tell them to go to 4  The sun was shining when I went to work.​
Communication at, in, on, A on p.189, B on p.195. 5  What were you doing at 7.30 last night?
Go through the instructions with them carefully. 6  I wasn’t listening when you gave the instructions​
7  They weren’t watching TV when I arrived.
Sit A and B face-to-face. A asks his / her questions to B,
8  It started to rain when we were running in the park.
who replies using a preposition and then asks What
about you?. b
1  I broke my arm when I was playing football.
B then asks A his / her questions. 2  Were you driving fast when the police stopped you?
When they have finished, get some feedback from the 3  It was snowing when we left the pub.​
class. 4  I didn’t see the match because I was working.​
Tell Sts to go back to the main lesson 2B. 5  When you called me I was talking to my boss.​
6  We were studying in Cambridge when we met.​
FOR SPEAKERS OF SPANISH   Online Practice Vocabulary: at, 7  Were they living in Rome when they had their first baby?
in, on
Tell Sts to go back to the main lesson 2B.
EXTRA SUPPORT   If you think Sts need more practice, you
may want to give them the Grammar photocopiable
activity at this point.

2B 33

4037631 EF4e Pre-Int TG Spain.indb 33 04/12/2018 17:22


c e 2.13   Focus on the instructions and the example. Make
sure Sts understand they are only going to hear sound e 2.14
effects and that they must write a sentence using the past 1 It was my first term at university.
2 I was staying with him in the Easter holidays.
continuous and the past simple. Put Sts in pairs. 3 We were doing a music course.
Play the audio, pausing after each sound effect to give Sts 4 We were at school together.
time to discuss what they think was happening and to 5 She took this when we were visiting the Colosseum.
write a sentence. 6 We were all drinking champagne, and Roz was doing the
hard work!
Check answers and write the sentences on the board.
c Now play the audio again for Sts to answer the question.
e 2.13
(Sound effects to illustrate the following) Check the answer.
1 They were playing tennis when it started to rain.
unstressed
2 She was driving when somebody phoned her.
3 They were having a party when the police came.
4 He was having a shower when somebody knocked at the door.
d e 2.15   Tell Sts they are now going to listen to Anya
5 They were sleeping when the baby started to cry. talking about her Instagram photos. They must number
6 She was walking her dog when she met a friend. them 1–6 in the order she describes them. Point out that
the first one (E) has been done for them. Also point out
FOR SPEAKERS OF SPANISH   Pocket Book Grammar: past the Glossary.
continuous: was / were + verb + -ing Play the audio once the whole way through for Sts to
listen and complete the task.
4 PRONUNCIATION & LISTENING  weak forms: Get Sts to compare with a partner, and then check answers.
was, were EXTRA SUPPORT   Read through the script and decide if you
need to pre-teach any new lexis before Sts listen.
Pronunciation notes
Native speakers use two different pronunciations of was
e 2.15
and were, depending on whether the words are stressed
(script in Student’s Book on p.206)
or not, i.e. they can have a strong or weak pronunciation. A = Anya, F = friend
Was and were always have a strong pronunciation in 1 A This is me and my mum in York. It was my first term at
short answers and negatives, and can have a strong university, and she came to visit me, and I took her on a tour
pronunciation in yes / no questions, e.g. Was he working round the city.
F Is that, er, the cathedral there?
when you phoned him?. The pronunciation is /wɒz/ and A Yes – well, it’s called York Minster, but it’s really a cathedral.
/wɜː/.
2 A And this one’s on the beach in Cornwall with my boyfriend,
Was and were tend to have a weak pronunciation in Ollie. I was staying with him in the Easter holidays, and he took
positive sentences and are pronounced /wəz/ and me to the beach and we went for a walk.
/wə/, e.g. He was a teacher /wəz/, They were walking in the F It looks windy!
A Yes, it was really windy and cold. I think we were the only
park /wə/.
people on the beach!
It is useful for Sts at this level to be aware of these 3 F Nice photo! I like the moustache.
differences, but unrealistic to expect them to be able A Yeah, that’s me and my friend Maisie. We were doing a music
to use them properly, and Sts will probably use mostly course – I do it twice a year, and this was at the party at the end
strong forms of was and were. of the course.
F Why the moustaches and the picture frame?
However, it’s important for Sts to be able to recognize was A There was this corner that the teachers made where people
and were when they hear them in speech, and b and c are could take funny photos with the big frame, and hats and
designed to help them with this. moustaches and things.
4 A OK, this one is me and two of my best friends – we were at
a Focus on the instructions and make sure Sts know what school together. One of them, Libby, the one on my right, has a
Instagram is (= a photo-sharing and social media site). house by the river, and we went there in September, before we
Do this as a whole-class activity and elicit Sts’ ideas. all went to university.
5 F That’s a nice photo. In Rome, I guess?
b e 2.14   Tell Sts they are going to hear six sentences and A Yes, I was there for a holiday with my mum the summer before
they must write the missing words. I went to university. She took this when we were visiting the
Play the audio, pausing after each sentence to give Sts Colosseum – as you can see.
time to write. 6 F That’s your mum again, isn’t it?
A Yes, that’s her and her partner, and my sister Roz, on the river
Check answers.
in Oxford. My mum’s birthday is in July, and every year we
1  It was   ​2  was staying   ​3  were doing   ​4  We were   ​ go punting and then we go for dinner. We were all drinking
5  were visiting   ​6  were…drinking, was doing champagne, and Roz was doing the hard work!

34 2B
4037631 EF4e Pre-Int TG Spain.indb 34 04/12/2018 17:22
e Play the audio again, pausing after each photo has been Now focus on b and get Sts to match the questions to
to mentioned, to check answers and elicit any more paragraphs 1–3.
information Sts can remember about each photo. Check answers.
1 E The photo was taken in York, where Anya is / was at 2 What was happening when you took the photo?
university. She took her mother on a tour of the city. In the 3 Where do you keep it?
background is the Minster (cathedral). 3 Why do you like it?
2 C The photo was taken in Cornwall. It was really windy and 1 Where were you when you took the photo, and who were
cold. Anya and her boyfriend were the only people on the you with?
beach. 1 What’s your favourite photo?
3 A The photo was taken at a party on the last day of a music 1 Who took the photo? When?
course, which Anya does twice a year. The teachers had put
the big frame in a corner, as well as hats and moustaches, Focus on c and give Sts time to plan their description.
etc., for people to take funny photos. They should use the questions in b to help them.
4 F The photo was taken at a friend’s house in September,
Set the writing in d in class or for homework, and ask
before going to university. It shows Anya with her two best
Sts to include the photo if they can. Tell Sts to answer
friends. She went to school with them.
5 B The photo was taken in Rome. She went there for a holiday the questions in b in the correct order and not as they
with her mother the summer before she went to university. appear on the page, so the first question they write about
Her mother took the photo when they were visiting the is What’s your favourite photo?. They should also try to
Colosseum. include the highlighted phrases if they can.
6 D The photo was taken on the river in Oxford, in July. It shows In e Sts check their writing for mistakes and attach the
her sister, her mother, and her mother’s partner. They are photo if they can.
drinking champagne because it is her mother’s birthday.

EXTRA SUPPORT   If there’s time, you could get Sts to listen


again with the script on p.206, so they can see exactly what
they understood / didn’t understand. Translate / Explain any
new words or phrases.
FOR SPEAKERS OF SPANISH   Online Practice Pronunciation:
weren’t
FOR SPEAKERS OF SPANISH   Online Practice Listening: My
profile picture

5 SPEAKING & WRITING  describing a photo


a Most Sts will have photos on their phones which they can
show each other during this activity. Focus on the four
questions. Make sure Sts understand all the vocabulary.
Demonstrate the activity by getting Sts to ask you the
questions.
Get Sts to discuss the questions in pairs. Encourage them
to give more information if they can.
Get feedback from a few pairs.
b Tell Sts to go to Writing Describing a photo on p.200.
Focus on the information at the top of the image and
establish that this is for a photo competition on the
internet.
Now focus on a and get Sts to complete the gaps in the
description.
Get Sts to compare with a partner, and then check answers.
1  of  2  in  3  with  4  in  5  like  6  of  7  at  8  away 
9  on

2B 35

4037631 EF4e Pre-Int TG Spain.indb 35 04/12/2018 17:22


2C One dark October evening
G  time sequencers and connectors: suddenly, when, so, etc. 1 GRAMMAR  time sequencers and connectors
V   verb phrases a Books open. Focus on the story and tell Sts that they are
P   word stress going to read it, but that first they should look at the title
and photos and guess what it is about.
Lesson plan Elicit ideas from the class.
b e 2.16   Tell Sts to read the story and complete the gaps.
In this lesson Sts learn to use time sequencers, e.g. after
Tell them that the end of the story is on audio, so the last
that, later, etc. and the connectors so, because, but, and
paragraph here is not the end of the story. Point out that
although. They also revise the past simple and continuous.
the first one (Two minutes later) has been done for them.
The context is a short story with a twist. After Sts have read
most of the story and worked on the grammar, they have a Get Sts to compare with a partner, and then play the
pronunciation focus on word stress in two-syllable words, audio for Sts to listen to the story and check.
and then in Vocabulary they expand their knowledge of verb Check answers.
phrases. In the video listening section, the language is pulled 2  When  3  The next day   4  After that   5  One evening in
together, and Sts use picture prompts to retell the story so October  6  Suddenly
far. They then decide as a class whether they want to watch
or hear a happy or a sad ending to the story, and then watch
or listen to the one they have chosen. Finally, in the speaking e 2.16
activity, Sts answer some questions in pairs about the ending N = narrator, H = Hannah, J = Jamie
N Hannah met Jamie last summer. It was Hannah’s birthday, and she
they watched or listened to. and her friends went to a club. They wanted to dance, but they didn’t
like the music, so Hannah went to speak to the DJ.
More materials for speakers of Spanish H This music is awful.
For teachers on Oxford Premium N …she said.
H Could you play something else?
Photocopiables N The DJ looked at her and said…
Grammar  time sequences and connectors J Don’t worry – I have the perfect song for you.
Communicative  Sentence race N Two minutes later, he said…
Resources J The next song is by Pink. It’s called Get the Party Started and it’s for
a beautiful girl over there who’s wearing a pink dress.
Video  One Dark October Evening N Hannah knew that the song was for her. When Hannah and her
Tests for Escuelas Oficiales de Idiomas friends left the club, the DJ was waiting for her at the door.
Wordlists and additional teacher resources J Hi, I’m Jamie.
For students N …he said to Hannah.
J Can I see you again?
Workbook 2C N So Hannah gave him her phone number. The next day, Jamie phoned
Online Practice 2C Hannah and invited her to dinner. He took her to a very romantic
French restaurant and they talked all evening. Although the food
Plus extra Vocabulary for speakers of Spanish: telling wasn’t very good, they had a wonderful time. After that, Jamie and
stories in the past Hannah saw each other every day. Every evening when Hannah
Grammar and Vocabulary Pocket Book finished work, they met at five thirty in a coffee bar in the high street.
They were madly in love. One afternoon in October, Hannah was at
work. As usual, she was going to meet Jamie at five thirty. It was dark
OPTIONAL LEAD-IN (BOOKS CLOSED)  
and it was raining. She looked at her watch. It was five twenty! She
Write the names of these bands / performers on the board was going to be late! She ran to her car and got in. At five twenty-
and ask Sts if they can complete them with colours: five, she was driving along the high street. She was going very fast
G DAY because she was in a hurry. Suddenly, a man ran across the road. He
B SABBATH was wearing a dark coat, so Hannah didn’t see him at first. Quickly,
she put her foot on the brake…
R HOT CHILI PEPPERS
B EYED PEAS
THE W STRIPES
DEEP P
P

Green Day  Black Sabbath  Red Hot Chili Pepppers  


Black Eyed Peas  The White Stripes  Deep Purple  Pink

Then tell Sts that they are going to read a short story in
which a song by Pink plays a part.

36 2C
4037631 EF4e Pre-Int TG Spain.indb 36 04/12/2018 17:22
c Now give Sts time to read the story again. a
Then put them in pairs to answer the questions. They can 2  G  3  B  4  E  5  A  6  F  7  H  8  D
answer orally or in writing. b
Check answers. 1 Although it was very cold, she wasn't wearing a coat.
2 I woke him up in the night because there was a noise.
1 Because she didn’t like the music.
3 I called him, but his mobile was turned off.
2 Because it’s by Pink, and Hannah was wearing a pink dress.
3 Jamie was waiting at the door and asked to see Hannah 4 Although she's very nice, she doesn't have many friends.
again. 5 There was nothing on TV, so I went to bed.
4 It was very romantic, but the food wasn’t very good. 6 All the cafés were full because it was a public holiday.
5 To a coffee bar in the high street 7 She wanted to be a doctor, but she failed her exams.
6 It was dark and raining. 8 The garden looked very beautiful, so I took a photograph.
7 Because she was in a hurry. 9 Although the team played well, they didn't win.
8 Because he was wearing a dark coat.
Tell Sts to go back to the main lesson 2C.
EXTRA CHALLENGE   Tell Sts to try to answer questions 1–8
EXTRA SUPPORT   If you think Sts need more practice, you
from memory. may want to give them the Grammar photocopiable
d Focus on the three sentences. Tell Sts not to look back activity at this point.
at the story, but to try and complete the sentences from f Tell Sts to look at the six sentence beginnings and to
memory. complete them with their own ideas.
Check answers, and elicit / explain the meaning of the When Sts have finished, get them to compare their
missing words or ask Sts how to say them in their L1. sentences with a partner.
Model and drill the pronunciation of so, because, and
Get some feedback from the class. You could write some
although. Write them on the board and underline the
of the sentences on the board.
stressed syllable, or write them up in phonetics (/səʊ/,
/bɪˈkɒz/, and /ɔːlˈðəʊ/). FOR SPEAKERS OF SPANISH   Pocket Book Grammar: time
sequencers and connectors
1  because  2  Although  3  so

e Tell Sts to go to Grammar Bank 2C on p.214. 2 PRONUNCIATION  word stress


a Focus on the Stress in two-syllable words box and go
Grammar notes
through it with the class.
We usually put a comma before so, although, and but, e.g.
Now focus on the task and give Sts time, in pairs, to
She was tired, so she went to bed.
underline the stressed syllable in the words.
Sts may also ask you about though, which is a colloquial,
b e 2.20   Play the audio for Sts to listen and check.
abbreviated form of although. Though is not usually used
at the beginning of a sentence. It is probably best at this Pause the audio after each word, elicit the answer, and
level if Sts just learn although. write the word on the board with the stressed syllable
underlined.
!   So has another completely different meaning, which is
to intensify adjectives, e.g. He was so tired that he went to across  after  again  along  although  awful  
bed at 9.00. You may want to point out this meaning too, because  birthday  evening  invite  perfect  quickly
in case Sts get confused.
e 2.20
Focus on the example sentences and play audio e 2.17, See words in Student's Book on p.29
e 2.18 and e 2.19 for Sts to listen and repeat. Encourage
them to copy the rhythm. Then go through the rules with Play the audio again, pausing after each word for Sts to
the class. repeat.
Focus on the then, after that box and go through it with Put Sts in pairs and get them to practise saying the words.
the class.
c Focus on the instructions and the example.
Now focus on the exercises for 2C on p.215. Sts do the
In pairs, Sts write a sentence using two or more of the
exercises individually or in pairs.
words in a.
Check answers, getting Sts to read the full sentences.
Get a few pairs to read their sentence to the class.

2C 37

4037631 EF4e Pre-Int TG Spain.indb 37 04/12/2018 17:22


3 VOCABULARY & SPEAKING  verb phrases 4 r VIDEO LISTENING
a Focus on the two boxes and the example. Tell Sts that by This is the first of six video listenings, which are
combining a verb from 1 with a phrase from 2, they will incorporated into the Student’s Book. If you are unable
make verb phrases from the story. to show the video in class, remind students that they can
Put Sts in pairs and give them a few minutes to match the find the video on Online Practice and ask them to watch
verbs and phrases. Tell them that sometimes two verbs the video and do the activities for homework.
may be possible with a phrase, but to try to remember the a Tell Sts they are now going to watch or listen to the end
phrases from the story. of the story. First, Sts have to vote with a show of hands
Check answers. on whether they want to hear a happy ending or a sad
ending.
have a great time
If Sts vote for the happy ending, play the video / audio
drive along the high street
meet in a coffee bar e 2.21. If they vote for the sad ending, play the video /
give somebody your phone number audio e 2.22.
take somebody to a restaurant b e 2.21 / 2.22   Before playing the ending chosen by Sts,
wait for somebody elicit ideas from the class about what they think happens,
be in a hurry but don’t tell them if they are right or wrong, to help build
play a song suspense.
leave the club (very late)
Play the video / audio once the whole way through for Sts
run across the road
to watch or listen.
b Get Sts to test themselves by covering box 1 and EXTRA SUPPORT   Read through the script and decide if you
remembering the verbs for each phrase. need to pre-teach any new lexis before Sts watch or listen.
EXTRA IDEA   You could get Sts to close their books and say a At the end of the story, get Sts to tell you what happened.
phrase from box 2, e.g. in a coffee bar, for Sts to respond meet Then play the video / audio again.
in a coffee bar.
c e 2.16   Play the audio for Sts to listen to the story again. e 2.21
Happy ending
e 2.16 N = narrator, H = Hannah, J = Jamie, W = waiter
N Suddenly, a man ran across the road. He was wearing a dark coat, so
See script 2.16 on the previous page
Hannah didn’t see him at first. Quickly, she put her foot on the brake.
She stopped just in time. She got out of her car and shouted at the
d MEDIATION ACTIVITY   Re-telling a story gives Sts the man.
opportunity for some extended oral practice, and in this H Don’t you usually look before you cross the road? I nearly hit you. I
case, to recycle the tenses and connectors they have been didn’t see you until the last moment.
studying. Focus on the photos in 1 and the example, and J Sorry! Hey, Hannah, it’s me. It’s Jamie.
H Jamie! What are you doing here? I nearly killed you!
tell Sts they are going to re-tell the story of Hannah and J I was buying something. I was in a hurry and I crossed the road
Jamie, but in first person (as either Jamie or Hannah). Tell without looking.
Sts they should try to use the verb phrases from a. H Come on. Get in!
Put Sts in pairs, A and B. Tell Sts A they are Jamie and Sts N Hannah and Jamie drove to the coffee bar. They sat down in their
usual seats and ordered two cups of coffee.
B they are Hannah. Get Sts A to cover the text and focus W Here you are. Two cappuccinos.
on the photos. Tell them to tell as much of the story as H and J Thanks.
they can for photos 1–3 while Sts B look at the story to H What an evening! I nearly killed you.
prompt / correct. They then swap roles for photos 4–6. J Well, you didn’t kill me, so what’s the problem?
H But what were you doing in the high street? I thought you were
Get individual Sts to tell the class about each photo in here, in the café, waiting for me.
their roles. J I went to the theatre to buy these tickets for the Pink concert. I
FOR SPEAKERS OF SPANISH   Online Practice Vocabulary: know you wanted to go. And it’s on the fifteenth of October –
next Saturday. Our anniversary.
telling stories in the past H Our anniversary?
J Yes. Three months since we first met. We met on Saturday the
fifteenth of July. Remember?
H Gosh, Jamie. I can’t believe you remember the exact day! What a
romantic! It’s lucky I didn’t hit you in the street…

38 2C
4037631 EF4e Pre-Int TG Spain.indb 38 04/12/2018 17:22
Sad ending
e 2.22
1 Because he was wearing a dark coat.
Sad ending
2 She hit him.
N = narrator, H = Hannah, P = policewoman
N Suddenly, a man ran across the road. He was wearing a dark coat,
3 She went to the coffee bar and called Jamie.
so Hannah didn’t see him at first. Quickly, she put her foot on the 4 The police / A policewoman
brake. Although Hannah tried to stop, she couldn’t. She hit the man. 5 That Jamie was in a car accident.
Hannah panicked. She drove away as fast as she could. When she 6 He had a bad injury to his head and two broken legs. He’s in
arrived at the coffee bar, Jamie wasn’t there. She called him, but his intensive care.
phone was turned off. She waited for ten minutes and then she went 7 The car was white and the driver was a woman.
home. 8 She asked Hannah about the number plate of her car and
Two hours later, a car arrived at Hannah’s house. A policewoman where she was at 5.25 p.m.
knocked at the door.
P Good evening, Madam. Are you Hannah Davis?
EXTRA IDEA   Ask Sts if they want to watch / listen to the
H Yes, I am.
P I’d like to speak to you. Can I come in? ending they didn’t choose (they almost always do). You
N The policewoman came in and sat down on the sofa. could let them watch / listen to the other ending for
P Are you a friend of Jamie Dixon? pleasure, without doing the tasks.
H Yes.
N …said Hannah.
P Well, I’m afraid I have some bad news for you.
H What? What’s happened?
P Jamie had an accident this evening.
H Oh no. What kind of accident?
P He was crossing the road and a car hit him.
H When…when did this happen? And where?
P This evening at twenty-five past five. He was crossing the road in
the high street, by the theatre.
H Oh no! How is he?
P He’s in hospital. He’s got a bad injury to his head and two broken
legs.
H But is he going to be OK?
P We don’t know. He’s in intensive care.
H Oh no. And the driver of the car?
P She didn’t stop.
H She?
P Yes, it was a woman in a black car. Somebody saw the number of
the car. You have a black car outside, don’t you, Madam? Is your
number plate G-Y fifty-six, R-Z-R?
H Yes…yes, it is.
P Can you tell me where you were at twenty-five past five this
evening?

EXTRA SUPPORT   If there’s time and you are using the video,
you could get Sts to watch again with subtitles, so they
can see exactly what they understood / didn’t understand.
Translate / Explain any new words or phrases.
c If Sts chose the happy ending (e 2.21), tell them to go to
Communication Happy ending on p.189.
If Sts chose the sad ending (e 2.22), tell them to go to
Communication Sad ending on p.195.
Set a time limit for Sts to answer questions 1–8 in pairs.
Check answers.
Happy ending
1 Because he was wearing a dark coat.
2 Jamie
3 He was in a hurry.
4 To a coffee bar
5 Two cappuccinos
6 He was buying tickets for a concert.
7 It was the Pink concert on 15th October.
8 15th October is their three-month anniversary.

2C 39

4037631 EF4e Pre-Int TG Spain.indb 39 04/12/2018 17:22


1&2 Revise and Check
There are two pages of revision and consolidation after every PRONUNCIATION
two Files. These exercises can be done individually or in pairs,
in class or at home, depending on the needs of your Sts and c
the class time available. 1  quiet /aɪ/  2  skiing /iː/  3  booked /t/  4  waited /ɪd/  
5  noisy /z/
The first page revises the grammar, vocabulary, and d
pronunciation of the two Files. The exercises add up to 50 1  extrovert  2  overweight  3  bracelet  4  online  
(grammar = 15, vocabulary = 25, pronunciation = 10), so 5  comfortable
you can use the first page as a mini-test on Files 1 and 2.
The pronunciation section sends Sts to the Sound Bank
on pp.252–253. Explain that this is a reference section of the CAN YOU understand this text?
book, where they can check the symbols and see common a
sound−spelling patterns for each of the sounds. Highlight 1  B  2  C  3  A
the video showing the mouth position for each sound. If you b
don’t want to use this in class, tell Sts to look at it at home, 1  F  2  F  3  T  4  F  5  T  6  F
and to practise making the sounds and saying the words.
The second page presents Sts with a series of skills-based
challenges. First, there is a reading text which is of a slightly
r CAN YOU understand these people?
higher level than those in the File, but which revises grammar 1  c  2  a  3  b  4  c  5  c
and vocabulary Sts have already learned. The listening is
some unscripted street interviews, where people are asked
e 2.23
questions related to the topics in the Files. Sts can either watch
1
the interviews on video or listen to them on audio. You can I = interviewer, L = Lewis
find these on the Class DVD, Classroom Presentation Tool, and I Who do you look like in your family?
Class Audio (audio only). Finally, there is a speaking challenge L Er, well people say I often look like my dad a lot. We’ve got the
which assesses Sts’ ability to use the language of the Files same sort of nose and the same face shape, but I’ve got my mum’s
orally. You could get Sts to do these activities in pairs, or Sts hair colour and my mum’s eyes.
I Do you have a similar personality?
can tick the boxes if they feel confident that they can do them. L Er, again there is, there are quite a lot of similarities between me
and my dad. We’re both into German and speaking German, and
More materials for speakers of Spanish also into architecture, which is why I’m here.
For teachers on Oxford Premium 2
Resources I = interviewer, S = Susie
I Do you have a favourite painting?
Video  Can you understand these people? 1&2 S Um, I think so. I’m not sure of the name of the painting, but I like
Quick Test 2 Salvador Dali. I really like the painting with the dripping clocks.
File 2 Test I Can you describe it?
Tests for Escuelas Oficiales de Idiomas S Er, yes, like I said, there are dripping clocks. It’s very, um, it’s an
Wordlists and additional teacher resources interesting style. It’s not something you see all the time, and it’s
very colourful.
For students 3
Online Practice  Check your progress I = interviewer, S = Shosanna
I Where did you go for your last holiday?
S My last vacation I went to Guyana, which is my parents’ country in
GRAMMAR South America.
I Did you have a good time?
1  c  2  b  3  a  4  c  5  a  6  c  7  c  8  b  9  b  10  c   S I did. It was actually one of the best vacations I had. It was really
11  a  12  c  13  a  14  b  15  c educational, and I was able to see how my parents grew up,
which was interesting.
4
VOCABULARY I = interviewer, S = Susan
I Do you take a lot of photos?
a 1  do  2  look  3  wear  4  take  5  stay  6  book   S I take a lot of photos. My telephone is full of photos and I use
7  invite  8  drive  9  play  10  leave Instagram.
b 1 on  2  in  3  in  4  on  5  at  6  at  7  in I What do you usually take photos of?
c 1 beard (the others are adjectives to describe hair) S Mostly people, places, gardens, lots of flowers. I never post
2 lazy (the others are positive adjectives) photos of people, but I take photos of family, but lots of gardens
3 clever (the others are negative adjectives) and flowers.
4 dress (the others are worn by men) 5
5 gloves (the others are worn on your feet) I = interviewer, S = Sam
I Do you prefer films with a happy or sad ending?
6 scarf (the others are pieces of jewellery)
S Um, it just has to be a good film. I don’t mind if it’s a happy ending
7 noisy (the others are about the weather) or a sad ending.
8 luxurious (the others are negative adjectives)

40 Revise and Check


4037631 EF4e Pre-Int TG Spain.indb 40 04/12/2018 17:22
3A TripAside
G be going to (plans and predictions) b Focus on the instructions and tell Sts to look at the 12
V airports signs and to match them to the words and phrases.
P the letter g Get Sts to compare their answers with a partner.
c e 3.1   Play the audio for Sts to listen and check.
Check answers and make sure Sts know the meaning of all
Lesson plan the words and phrases.
In this lesson Sts revise going to, which they learned at
A1/A2 level, to talk about plans and predictions. The context e 3.1
3 arrivals
is a reading and listening based on TripAside, a company
7 bag drop
which helps travellers make the most of stopovers at 1 baggage reclaim
airports. The lesson begins with vocabulary, and Sts learn 9 check-in
useful vocabulary related to airports. They then focus on the 8 customs
pronunciation of the letter g. Sts read an article from the 2 departures
11 gates
British press about TripAside and then listen to a traveller
5 lifts
meeting his guide at the airport in Rome. This leads Sts into 10 passport control
the grammar, which is revised and practised. Sts then ask 12 security check
and answer questions about their plans. The lesson ends 4 terminal
with a speaking activity in pairs, in which Sts imagine they 6 trolley
work for TripAside and plan a tour for travellers on a stopover
at their nearest airport. EXTRA SUPPORT   Use the audio to drill the pronunciation of
the words and phrases, or model and drill them yourself.
More materials for speakers of Spanish
Then tell Sts to cover the words and look at the signs, and
For teachers on Oxford Premium try to remember the words and phrases.
Photocopiables d e 3.2   Focus on the task and make sure Sts understand
Grammar  be going to (plans and predictions) what they have to do. Point out that the first one (a lift)
Communicative  A day in… has been done for them.
Resources Play the audio once the whole way through.
Tests for Escuelas Oficiales de Idiomas
Get Sts to compare with a partner, and play the audio
Wordlists and additional teacher resources
again if necessary.
For students
Check answers.
Workbook 3A
2  baggage reclaim   3  security check   4  gates
Online Practice 3A
5  passport control   6  check-in
Plus extra Vocabulary and Pronunciation for speakers of
Spanish: airports; g and c
Grammar and Vocabulary Pocket Book e 3.2
1 Doors opening. Second floor. Departures. Check-in and bag drop.
2 A Excuse me. My suitcase hasn’t arrived. Do you know where I can
OPTIONAL LEAD-IN (BOOKS CLOSED)  
go to report it?
Write AIRPORT on the board. Put Sts in pairs and give them B  Yes, madam. Lost luggage is that window over there.
two minutes to think of five things people do at an airport, 3 A  Can you take your boots off, please?
e.g. catch a plane, leave, arrive, meet somebody, check in, board, B Sorry?
fly, etc. A  Your boots. Take them off and put them on the belt, please.
4 Boarding for British Airways flight B-A-zero-five-six-four to Milan
Elicit answers and write some of their suggestions on will begin in a few minutes. Passengers in rows fifteen to thirty
the board. are invited to board first. Please have your passport and boarding
pass ready.
1 VOCABULARY airports 5 A  Are you here on vacation?
B  Er, yes, I am.
a Books open. Focus on the questions, making sure Sts A  How long are you staying?
know the meaning of to pick someone up and to drop B  Two weeks.
someone off. Sts can answer them in pairs or do it as a 6 Passport and boarding pass, please. Thanks. How many bags are
whole-class activity. you checking in?
If Sts worked in pairs, get some feedback.
FOR SPEAKERS OF SPANISH   Online Practice Vocabulary:
EXTRA CHALLENGE   Tell Sts to ask for more information
airports
if possible. For example, if their partner says they were
travelling somewhere, they should find out where, etc. If
their partner says they were picking up or dropping off
someone, they should find out who, etc.

3A 41

4037631 EF4e Pre-Int TG Spain.indb 41 04/12/2018 17:22


2 PRONUNCIATION  the letter g Give Sts time to read the article and complete the task. Tell
them to focus on the words that come before or after the
Pronunciation notes gaps, which are mainly connectors like and, or, so, etc.
The letter g can be pronounced in two different ways, /ɡ/ Get Sts to compare with a partner, and then check answers.
or /dʒ/. You could tell Sts that you can say look around or look
g before a, o, and u, and before a consonant, is round (a city).
pronounced /ɡ/, e.g. gas, go, gun, great.
1  D  2  H  3  E  4  F  5  C  6  G  7  B  8  A
gu + vowel is also pronounced /ɡ/, e.g. guard.
g is also always pronounced /ɡ/ when it comes after a EXTRA SUPPORT   To check comprehension, ask some more
vowel at the end of a word, e.g. bag, dog. questions, e.g. What is TripAside? (a company that organizes
ge and gi can be pronounced /ɡ/ or /dʒ/, e.g. get, give, but short guided tours for people on stopovers), Which airports
also generous, page, giraffe. offer trips with TripAside? (Paris, Frankfurt, London, Brussels,
gg is usually pronounced /ɡ/, e.g. bigger, but there are Rome and Madrid), Is TripAside unique? (No, other small
two exceptions where it is pronounced /dʒ/: suggest and companies offer similar tours.), etc.
exaggerate. c Focus on the task and get Sts to work with a partner to
You could also tell Sts that the letter g is sometimes silent, say what the words and phrases mean. Encourage them
e.g. foreign, sign, etc. to go back and look at the words in context if they can’t
remember their meaning.
a Do this as a whole-class activity. Check answers, either explaining in English, translating
gg = /ɡ/  ge = /dʒ/
into Sts’ L1, or getting Sts to check in their dictionaries.
Model and drill pronunciation.
b Focus on the chart. Elicit the two sound-picture words (girl stopover /ˈstɒpəʊvə/ = a short stay somewhere between two
and jazz) and the sounds /ɡ/ and /dʒ/. parts of a journey
Now tell Sts to put the words in the list in the correct row. connecting flight /kəˈnektɪŋ flaɪt/ = a second flight where you
Remind Sts that this kind of exercise is easier to do if they have had to change planes
say the words aloud. departure lounge /dɪˈpɑːtʃə laʊndʒ/ = the place at an airport
Get Sts to compare with a partner. where you wait for your flight
duty-free shop /ˌdjuːti ˈfriː ʃɒp/ = a shop in an airport or on a
c e 3.3   Play the audio for Sts to listen and check. ship, etc. that sells things like cigarettes, alcohol, perfume, etc.
Check answers. without tax on them
air traveller /eə ˈtrævələ/ = a passenger on a plane
e 3.3
girl /ɡ/ 
gate, foggy, forget, guide, guest, begin, gift, guarantee, Deal with any other new vocabulary. Model and drill the
organize pronunciation of any tricky words.
jazz /dʒ/  large, village, engineer, agent, region, emergency, general d e 3.4   Focus on the task and question. Remind Sts that it
will be one of the six cities mentioned in the article.
Now play the audio again, pausing after each word or
Play the audio once the whole way through.
group of words for Sts to listen and repeat.
Check the answer. Ask Sts how they knew (the Colosseum,
Put Sts in pairs and get them to practise saying the words.
the Forum, the Pantheon, Via del Corso, all the Italian food
Finally, ask Sts When can g be pronounced /dʒ/? mentioned, etc.).
When it is followed by the letter e or i. EXTRA SUPPORT   Read through the script and decide if you
need to pre-teach any new lexis before Sts listen.
EXTRA SUPPORT   If these sounds are difficult for your Sts,it
will help to show them the mouth position. You could Rome
model this yourself or use the Sound Bank videos on
Online Practice.
e 3.4
FOR SPEAKERS OF SPANISH   Online Practice Pronunciation: (script in Student’s Book on p.207)
g and c A = Anna, J = Jake
A Hello, Mr Bevan. I’m Anna, your tour guide.
J Hi. Please, call me Jake.
3 READING & LISTENING  understanding text A OK, Jake. Nice to meet you. How was the flight? Are you
cohesion – connectors very tired?
J No, I’m fine.
a Focus on the task and give Sts time to read the article. Tell A Great. Let’s go to the car park, then. Is it your first time here?
them not to worry about the gaps for the moment. J Yeah. I was in Europe when I was a student, but somehow I never
Elicit opinions from the class. got here.
A And your final destination is London, is that right?
EXTRA SUPPORT   Before Sts read the article the first time, J Yes. I’m going to give a talk at a conference in Oxford.
check whether you need to pre-teach any vocabulary, but A So work, not pleasure?
not the words or phrases in c. J Yes – well, maybe some pleasure, too. I have a friend – well, an ex-
girlfriend, really, who I was with when I was a student. She’s British
b Tell Sts to read the article again and complete the gaps – she lives in Oxford – and we’re planning to meet up.
with phrases A–H. A That’s nice! OK, so now I’m going to tell you a bit about our tour
today. We’re going to drive to the centre – it takes about forty-five
minutes – and then we’re going to start at the Colosseum.
J Great. I’ve always wanted to see it.
42 3A
4037631 EF4e Pre-Int TG Spain.indb 42 04/12/2018 17:22
A And then we’re going to visit the Forum. After that, we’re going to b First, make sure that Sts are clear about what the difference
see the Pantheon – one of the oldest buildings in the city. is between a plan (something you intend to do) and
J Wow.
A So, then we are very near the Via del Corso, where all the best
a prediction (something that you think is going to happen).
shops are. Would you like to maybe do some shopping? Now, in pairs, Sts focus on whether sentences 1–6 in a are
J Well, I’d like to see the shops, but I’m probably not going to buy plans (Pl) or predictions (Pr).
anything.
A Maybe a little present – a present for your friend in Oxford?
Check answers.
J Well, maybe. 1  Pl  2  Pl  3  Pl  4  Pr  5  Pr  6  Pr
A And then I’m sure you’re going to be hungry, so I’m going to
take you to a really nice restaurant for lunch. We can have pizza, c Tell Sts to go to Grammar Bank 3A on p.216.
or a good carbonara, a gelato – an ice cream, that is. Our typical
dishes, but I promise you, very different from Italian food in Grammar notes
America.
J Sounds great. And then back to the airport, I guess? Be going to is revised here with its two main uses: plans
A That’s right. We need to allow time for that. (I’m going to stay for six months.) and predictions (It’s going
J Yes, I don’t want to miss my flight. to be a big surprise for him.).
A Don’t worry. We do this tour every day – and nobody has ever
missed their flight. You may want to point out that when people speak fast,
J Is it going to be very hot today? going to often sounds like gonna, and it is even sometimes
A No, not too hot. It’s going to be nice: about twenty-two degrees. written like that, for example, in song lyrics.
J Perfect. It’s going to be a fantastic day.
A Here we are. If you can just wait a minute while I pay for the e 3.6   Focus on the example sentences and play the
parking. Oh, Mr Bevan – Jake – is this yours? audio for Sts to listen and repeat. Encourage them to copy
J My passport! Thanks, Anna. Typical me. I always lose things when
I’m travelling.
the rhythm. Then go through the rules with the class.
Now focus on the exercises for 3A on p.217. Sts do the
e Focus on the task and give Sts time to read sentences exercises individually or in pairs.
1–10. Make sure they understand all the lexis, e.g. sites, Check answers, getting Sts to read the full sentences.
looking forward to, etc.
a
Play the audio for Sts to listen again and complete the 1  Is…going to learn   2  aren’t going to go, ’re going to stay  
task. Remind them to correct the F sentences. 3  ’re going to be   4  ’s going to get   5  ’m going to cook  
Get Sts to compare with a partner, and then play again if 6  ’m not going to listen   7  are…going to do , 'm going to study
necessary. b
Check answers. 1  ’s going to win   2  ’re going to be   3  ’re going to break

1 T Tell Sts to go back to the main lesson 3A.


2 F (He has been to Europe before.) EXTRA SUPPORT   If you think Sts need more practice, you
3 F (His next flight is to London.)
may want to give them the Grammar photocopiable
4 T
5 F (He has an old friend / ex-girlfriend there.)
activity at this point.
6 T d MEDIATION ACTIVITY   Put Sts in pairs, A and B, and tell
7 T them to go to Communication What are your plans?,
8 F (They are going to have lunch at a nice restaurant.) A on p.189, B on p.195.
9 F (The weather forecast is very good.)
Go through the instructions carefully and make sure Sts
10 T
understand what they have to do.
EXTRA SUPPORT   If there’s time, you could get Sts to listen EXTRA SUPPORT   Get Sts to look at the prompts and give
again with the script on p.207, so they can see exactly what them time to write the questions.
they understood / didn’t understand. Translate / Explain any
Sit A and B face-to-face. A asks B his / her questions and,
new words or phrases.
when possible, for more information. Then they swap
f Do this as a whole-class activity. If you have ever had a roles. When they have finished, elicit some answers from
long stopover at an airport, tell Sts about it. individual Sts. Tell Sts to go back to the main lesson 3A.
FOR SPEAKERS OF SPANISH   Pocket Book Grammar: be going
4 GRAMMAR  be going to (plans and predictions) to (plans and predictions)
a e 3.5   Focus on the instructions and give Sts time to
complete the gaps with the correct form of be going to.
Get Sts to compare with a partner, then play the audio for
5 SPEAKING
them to listen and check. a Focus on the task and make sure Sts understand what
they have to do. Put Sts in pairs and get them to discuss
Check answers.
the questions. Monitor and help, correcting any errors
e 3.5 they make with going to.
1 I’m going to give a talk at a conference. EXTRA IDEA   In a large class, you may prefer Sts to do the
2 We’re going to drive to the centre. activity in groups of three or four.
3 And then we’re going to visit the Forum.
4 I’m probably not going to buy anything. b When Sts are ready, get each pair to present their tour to
5 Is it going to be very hot? the class.
6 It’s going to be a fantastic day.
With a show of hands, get Sts to vote for the best tour.

3A 43

4037631 EF4e Pre-Int TG Spain.indb 43 04/12/2018 17:22


3B Put it in your calendar!
G   present continuous (future arrangements) b Get Sts to compare their answers with a partner.
V   verbs + prepositions, e.g. arrive in c Tell Sts to go to Communication How organized are
P  linking you? on p.189.
Give Sts time to calculate their score and then read the result.
Tell Sts to go back to the main lesson 3B.
Lesson plan d Back in their same pairs, Sts compare their results and
In this lesson Sts learn a new use of the present continuous:
discuss whether or not they agree with them.
to talk about fixed arrangements. The context is the
continuation of the story of Jake, the man who went on Get some feedback from various pairs.
a guided tour in 3A, who was going to a conference and Ask the class if they know anybody who is very organized
hoping to meet up with an ex-girlfriend. Sts begin this or very disorganized.
lesson by doing a quiz to see how organized they are. They
answer the questions individually, compare answers in pairs, 2 VOCABULARY & PRONUNCIATION 
calculate the score of their quiz, and then discuss the results. verbs + prepositions; linking
The lesson continues with a vocabulary focus on verbs
Vocabulary notes
which are normally followed by prepositions, and then there
is a pronunciation focus on linking, to help Sts understand Certain verbs are often followed by a particular
fast speech. Sts then listen to a conversation between Jake preposition, which may well be different in Sts’ L1. When
and Sarah, the ex-girlfriend, in which they make contact – Sts learn these verbs, they should make a note of the
Sts complete a calendar with Jake’s appointments – and preposition that follows each verb.
arrange to see each other. Finally, they listen to the meeting
a Focus on the two extracts from the quiz and explain
to find out how it went. After focusing on the grammar,
that in each sentence there is a preposition missing.
Sts get more practice in a speaking activity where they
Highlight the fact that certain verbs are often followed by
try to make arrangements to go out with other Sts in the
a particular preposition, e.g. It depends on the weather.
class. The lesson ends with Writing, where Sts use both the
grammar and the vocabulary to write an email about travel Get Sts to complete the sentences, and then check
arrangements. answers.
1  at  2  for
More materials for speakers of Spanish
For teachers on Oxford Premium b Tell Sts to go to Vocabulary Bank Prepositions on p.239
Photocopiables and do 2 Verbs + prepositions.
Grammar  present continuous (future arrangements) Focus on a and get Sts to complete the Prepositions
Vocabulary  What’s the preposition? column individually or in pairs.
Communicative  Come fly with me! e 3.7   Now do b. Play the audio for Sts to listen
Resources and check.
Tests for Escuelas Oficiales de Idiomas Check answers. When looking at 13 and 14, you might
Wordlists and additional teacher resources want to highlight the difference between think about
For students and think of: think about = action verb, e.g. ‘Why are you so
Workbook 3B happy?’ ‘I’m thinking about my holiday’, and think of = non-
action verb, to have an opinion, e.g. ‘What do you think of
Online Practice  3B
Coldplay?’ ‘I don’t like them.’
Plus extra Vocabulary for speakers of Spanish: verbs +
prepositions e 3.7
Grammar and Vocabulary Pocket Book Prepositions 2 Verbs + prepositions
1 I arrived in Paris on Friday night.
OPTIONAL LEAD-IN (BOOKS CLOSED)   2 I was very tired when I arrived at the hotel.
3 I hate waiting for people who are late.
Quickly revise months. Write SPRING, SUMMER, AUTUMN, and 4 A What are you going to do at the weekend?
WINTER on the board and tell Sts, in pairs, to write the months B  I don’t know. It depends on the weather.
in each season. 5 I’m sorry, but I really don’t agree with you.
6 I asked for a chicken sandwich, but this is tuna!
Check answers, and model and drill the pronunciation of any 7 Please listen to what I’m saying.
months which Sts find difficult, e.g. February /'februəri/, 8 Who’s going to pay for the meal?
July /dʒu'laɪ/, etc. 9 I need to speak to Martin about the meeting.
10 I don’t spend much money on food.
11 Don’t worry about the exam. It isn’t very hard.
1 READING & SPEAKING 12 Do you believe in ghosts?
a Books open. Focus on the quiz and give Sts time to read 13 You’re not listening! What are you thinking about?
it and choose their answers. You may want to check that 14 A  What do you think of this painting?
they know the meaning of some of the lexis, e.g. Post-it B  I really like it. I think it’s beautiful.
15 Who does this bag belong to?
note, list, pack, etc.
44 3B
4037631 EF4e Pre-Int TG Spain.indb 44 04/12/2018 17:22
Now either use the audio to drill the pronunciation of the 3 LISTENING  understanding times, dates and
sentences, or model and drill them yourself. Give further appointments
practice of any words your Sts find difficult to pronounce. a e 3.9   Ask Sts if they can remember Jake Bevan from 3A.
Focus on the arrive in or arrive at? box and go through it If not, remind them that he is the American man who had
with the class. a stopover in Rome with the tour guide Anna.
Focus on a in Activation and get Sts to cover the Now focus on the instructions and make sure Sts
Prepositions column and say the sentences. understand the situation.
Finally, in b, get Sts to complete the gaps with a EXTRA SUPPORT   Before playing the audio, focus on the
preposition, and then check answers. phone and ask Sts the times. Elicit both ways of telling the
1  on  2  about, to   3  in  4  to  5  for  6  for time where possible.

EXTRA SUPPORT   Write the prepositions on the board in (a) quarter past eight / eight fifteen
eleven / eleven o'clock
random order to help Sts.
two / two o'clock
Make sure Sts understand all the questions, e.g. love at first four / four o'clock
sight, etc. half past seven / seven thirty
Put Sts in pairs and get them to ask and answer the
Play the audio for Sts to listen and complete the phone
questions.
calendar.
Get some feedback from various pairs.
Check the answer.
Tell Sts to go back to the main lesson 3B.
EXTRA SUPPORT   Read through the script and decide if you
EXTRA SUPPORT   If you think Sts need more practice, you need to pre-teach any new lexis before Sts listen.
may want to give them the Vocabulary photocopiable
activity at this point. Tuesday at 11.00
c e 3.8   Here Sts practise deciphering connected speech.
Focus on the Connected speech box and go through e 3.9
it with the class. Highlight that this is an aspect of (script in Student’s Book on p.207)
pronunciation that is particularly important to help them S = Sarah, J = Jake
understand spoken English. S Hello?
J Sarah?
Tell Sts they are going to hear six sentences said at normal S Hi, Jake.
speed. The first time, tell them just to listen, not to write. J Hi. Great to hear your voice! How are things?
Play the audio once the whole way through. S Oh fine, fine. How was the journey? When did you arrive in the
UK?
J Last night. The journey was fine. I got a cheap flight with Alitalia,
e 3.8
but it meant a long stopover in Rome, but I went on a guided tour
1 We arrived at the airport.
and I had a great time.
2 It depends on the time.
S That sounds like fun. What did you think of Rome?
3 Let’s talk about it.
J Fantastic. I loved it. So when can we meet?
4 What does she think of him?
S I’m afraid I’m really busy this week. The only possible day for me is
5 Don’t think about the past.
Tuesday. I’m going to London from Wednesday to Friday…
6 How much did you spend on food?
J Tuesday. Let me look at my calendar.
S Wow, Jake, you put things in your calendar! You’re much more
Now play the audio again, pausing after each sentence to organized than when we were going out.
give Sts time to write. J Well, I’m better than I was. But I nearly lost my passport when I
Check answers, eliciting the sentences onto the board. was in Rome. OK, Tuesday. I’m not free in the evening. I’m having
dinner with Mark Taylor, my old professor. Do you remember him?
See sentences in script 3.8 It’s at seven thirty. I can’t change that. How about lunch?
S It depends on the time. A late lunch would be OK, around one
Finally, play the audio again, pausing after each sentence forty-five?
J The problem is I’m giving my talk at two. And I’m having a
for Sts to repeat and copy the rhythm.
breakfast meeting at eight fifteen with some colleagues.
EXTRA SUPPORT   Repeat the activity, eliciting responses from S Well, morning coffee, or tea in the afternoon, then. What are you
individual Sts. doing then?
J Let’s see…I’m going to a talk about climate change at four, so
d Put Sts in pairs and get them to practise saying the I think maybe morning coffee is best. And then we can try to
sentences. arrange another time.
S OK. There’s a nice coffee bar in the high street called The Grand
FOR SPEAKERS OF SPANISH   Online Practice Vocabulary: Café. Meet there at eleven?
verbs + prepositions J Perfect. I’m really looking forward to it!
S Me too. Bye.

3B 45

4037631 EF4e Pre-Int TG Spain.indb 45 04/12/2018 17:22


b Focus on the task and give Sts time to read all the b Tell Sts to go to Grammar Bank 3B on p.216.
appointments in the list. Make sure Sts realize that there
are two appointments they do not need to use. Grammar notes
Play the audio again the whole way through. Sts already know how to use the present continuous to
talk about things happening now, but may find this future
Get Sts to compare with a partner, and then play the
use (What are you doing this evening?) quite strange. They
audio again if necessary.
may find it more natural to use the present simple tense
Check answers. for this because of L1 interference.
8.15 breakfast meeting   2.00 my talk   4.00 talk: climate A typical mistake is: What do you do this evening? I go to the
change  7.30 dinner with Mark cinema.
The difference between using be going to and the
EXTRA SUPPORT   If there’s time, you could get Sts to listen
present continuous is quite subtle, so it is probably worth
again with the script on p.207, so they can see exactly what stressing that they can often be used as alternative forms
they understood / didn’t understand. Translate / Explain any when we talk about plans and arrangements, e.g. What
new words or phrases. are you going to do tonight? / What are you doing tonight?
c e 3.10   Tell Sts they are now going to listen to Jake and You may want to point out that whereas it is very
Sarah talking. They must listen and decide if they think common to use the present continuous with verbs such
Jake and Sarah will meet again. as leave, arrive, go, and come because these often refer
Play the audio once the whole way through. to previously-made travel arrangements, be going to is
Get Sts to compare with a partner, and then elicit more common with actions for which you don’t usually
opinions. make special arrangements, e.g. I’m going to wash my hair
tonight is more common than I’m washing my hair tonight.
e 3.10 It is also important to highlight that the present
J = Jake, S = Sarah continuous is not used for predictions, e.g. I’m sure you’re
J Sarah! Sorry I’m late! going to find a job. NOT I’m sure you’re finding a job.
S Same old Jake. You were always late. Good to see you. You look
really well.
e 3.12   Focus on the example sentences and play the
J You look fantastic.
S Thank you. What would you like? I’m having a cappuccino. audio for Sts to listen and repeat. Encourage them to copy
J The same for me. And a croissant or something. Excuse me…can the rhythm. Then go through the rules with the class.
we order some coffee please? Now focus on the be going to or present continuous?
*** box and go through it with the class.
J It’s great to see you again, Sarah – just like old times. You really
haven’t changed. We need to meet again. Are you doing anything Focus on the exercises for 3B on p.217. Sts do the exercises
on Saturday? individually or in pairs.
S Well, actually… Check answers, getting Sts to read the full sentences.
J Lunch? Dinner? Breakfast?
S Jake, there’s something I need to tell you. I’m not single now. a
In fact, um…in fact, I’m with someone. He’s called Mike, and… 1  N  2  F  3  F  4  N  5  N  6  F  7  F  8  N  9  N  10  F
we’re getting married on Saturday. That’s why I’m so busy all this b
week…
1 I’m packing my suitcase.
J Wow! That’s…that’s great news! I wish you all the best!
S Thanks, Jake. Would you like another coffee, or a croissant? 2 I’m flying to Vienna at eight o’clock tonight.
3 Why are you going to Vienna?
4 I’m meeting the boss of VTech Solutions tomorrow.
5 Why are you seeing him?
4 GRAMMAR  present continuous (future 6 He’s working on a project with me at the moment…
arrangements)
a e 3.11   Focus on the instructions. Tell Sts the first time Tell Sts to go back to the main lesson 3B.
they listen they must complete the gaps in 1–5. EXTRA SUPPORT   If you think Sts need more practice, you
Play the audio, pausing after each extract to give Sts time may want to give them the Grammar photocopiable
to write. activity at this point.
Get Sts to compare with a partner, and then check answers.
c Focus on Jake’s phone and the example.
e 3.11 Put Sts in pairs and get them to ask and answer questions
1 I’m going to London from Wednesday to Friday. about Jake’s phone calendar.
2 I’m having dinner with Mark Taylor.
FOR SPEAKERS OF SPANISH   Pocket Book Grammar: present
3 I’m giving my talk at two o’clock.
4 Are you doing anything on Saturday? continuous (future arrangements)
5 We’re getting married on Saturday.

Now ask Sts whether they refer to the present or the


future.
They all refer to b) the future.

46 3B
4037631 EF4e Pre-Int TG Spain.indb 46 04/12/2018 17:22
5 SPEAKING Now either do questions 1–3 as a whole-class activity or
a e 3.13   Focus on the task and tell Sts that the first time put Sts in pairs.
you play the audio, they should just listen and read at the If Sts worked in pairs, check answers.
same time. They should pay attention to B’s intonation in 1  a  2  b  3  Yes
the highlighted phrases, which helps to show how she is
feeling, e.g. enthusiastic, apologetic. c Now focus on the instructions and tell Sts they are going
Play the audio once the whole way through. to write an email to Sally. Give them time to plan their
email.
e 3.13
Details to give Sally:
See the conversation in Student’s Book p.41
The time the plane / flight arrives.   the flight number  
a (mobile) phone number
Now tell Sts they must listen and repeat the conversation.
Need to decide which room to sleep in and what to visit
Play the audio again, pausing after each line for Sts to
listen and repeat. Encourage them to copy the intonation. d Go through the layout of the email with the class, pointing
b Now put Sts in pairs and get them to practise the out the three different paragraphs.
conversation. Set the writing in class or for homework.
You could get a few pairs to perform in front of the class. e Make sure Sts check their emails for mistakes before
c Focus on the instructions and give Sts time to complete handing them in.
their calendar with different activities for three evenings
next week. Encourage them to write the activities with the
verb in the infinitive, or without the verb, as this is how
people normally put things in a diary, e.g. (go to) cinema
with friends NOT I’m going to the cinema with friends.
EXTRA SUPPORT   Elicit some activities Sts could do in
the evening and write them on the board, e.g. study, do
homework / housework, go to the cinema / a concert, go to a
restaurant, cook dinner, watch a film at home, etc.
d MEDIATION ACTIVITY   Focus on the instructions and make
sure Sts know what they have to do. Read the example
with a student.
Tell Sts to mingle and try to make arrangements with a
different person for every free evening they have.
When time is up, find out who is doing what when.

6 WRITING  an informal email


Tell Sts to go to Writing An informal email on p.201.
a Focus on the instructions. Get Sts to read the email, and
help them with any vocabulary, e.g. for some reason, to
share a room, attaching, etc.
Now get Sts to read the email again and answer questions
1–5. Tell them not to worry about the gaps.
Get Sts to compare with a partner, and then check answers.
1 Last August
2 By plane
3 Sally and her family
4 Because she doesn’t have it; it isn’t on her phone.
5 He needs to decide if he wants to share a bedroom, and if
there’s anything he’d like to do in the UK.

b Focus on the expressions in the list and give Sts a few


minutes in pairs to complete the gaps.
Check answers.
1 Hi  
2 Thanks for your email  
3 Looking forward to hearing from you.  
4 Best wishes  
5 PS

3B 47

4037631 EF4e Pre-Int TG Spain.indb 47 04/12/2018 17:22


3C Word games
G  defining relative clauses (a person who…, a thing 1 READING & LISTENING  understanding rules
which…) of a game
V  paraphrasing: like, for example, etc. a Books open. Focus on the questions. Do the first one as a
P  silent e whole-class activity and tell Sts if you like word games.
Now give Sts, in pairs, three minutes to find as many
Lesson plan words as possible of four letters or more (not including
the letters in the circle).
The topic of this lesson is word games. First, Sts are
Get some possible answers.
introduced to simple, defining relative clauses through
the context of a TV game show where contestants have to fear, brother, bread, learn, angel, danger, etc.
complete the alphabet wheel by saying the correct word for
definitions for each letter of the alphabet. This context shows EXTRA CHALLENGE   You could play other word games with
Sts that relative clauses can help them with the essential these letters, e.g. give Sts three minutes to try to make the
language skill of paraphrasing. After practising the grammar, longest word they can.
they go on to learn other useful phrases which will help b Focus on the photo of the quiz show. Use it to elicit the
them keep going in a conversation when they don’t know word wheel, and ask Sts if any of them recognize the show.
the exact word for something. Sts then play the game with
Then give Sts time to read the text.
letters A–E only. The pronunciation focus is on how the silent
letter e at the end of words, e.g. site, fate, etc., changes the Elicit answers. The original show on TV in the UK was
preceding vowel sound. Finally, Sts define words to each called The Alphabet Game, and it has been adapted in
other in order to complete a crossword. many countries around the world, e.g. in Spain, where it is
called Pasapalabra and is very popular.
More materials for speakers of Spanish EXTRA SUPPORT   Before Sts read the text the first time, check
For teachers on Oxford Premium whether you need to pre-teach any vocabulary.
Photocopiables c Tell Sts to read the text again and then cover it.
Grammar  defining relative clauses Put Sts in pairs and get them to answer questions 1–5.
Communicative  Can you explain the word?
Check answers.
Resources
Tests for Escuelas Oficiales de Idiomas 1 To complete the wheel by saying the correct word for
Wordlists and additional teacher resources each letter
2 Two minutes
For students
3 The place where you catch a plane, airport
Workbook 3C 4 He or she says ‘pass’, and the presenter goes on to the next
Online Practice 3C letter.
Plus extra Pronunciation and Listening for speakers of 5 They get all 25 words correct.
Spanish: silent letters; The Alphabet Game Deal with any other new vocabulary. Model and drill the
Grammar and Vocabulary Pocket Book pronunciation of any tricky words.
d e 3.14   Focus on the instructions and make sure Sts
OPTIONAL LEAD-IN (BOOKS CLOSED)  
understand the situation. Explain that they are going to
Tell Sts you are going to play a word game. Play Hangman
listen to the end of the show and they should try to write
with the word DICTIONARY.
down the last six words the contestant needs to guess.
!   If you don’t know how to play Hangman, see A1/A2 Tell Sts not to call out the answers.
Teacher’s Book p.24. Play the audio, pausing after each ‘ping’ to give Sts time to
Tell Sts that the lesson is going to be about word games. write their answer.
Get Sts to compare with a partner, but don’t check
answers yet.
EXTRA SUPPORT   Read through the scripts and decide if you
need to pre-teach any new lexis before Sts listen.

48 3C
4037631 EF4e Pre-Int TG Spain.indb 48 04/12/2018 17:22
2 GRAMMAR  defining relative clauses
e 3.14
a Focus on the three sentences from the game show and
(script in Student’s Book on p.207)
P = presenter, V = Victoria get Sts to complete the gaps.
P OK. It begins with B. It’s an adjective for a man who has no hair on Check answers.
his head!
V (ping) 1  where  2  who  3  which
P Right. It begins with C. It’s an adjective. It describes a place where
there are a lot of people, for example a restaurant or a beach in EXTRA CHALLENGE   Get Sts to focus on the three sentences in
the summer. a and elicit when the words who, which, and where are used.
V (ping)
P Right. It begins with G. They’re things which people wear on their We use who with people, which with things, and where with places.
hands.
V (ping) b Tell Sts to go to Grammar Bank 3C on p.216.
P Right. It begins with K. It’s the room where people cook.
V (ping) Grammar notes
P Right. It begins with L. It’s an adjective for a person who doesn’t
like studying or working, for example. It’s the opposite of
You may want to point out that in conversation and
hard-working. informal writing, native speakers often use that rather
V (ping) than who and which, e.g. A waiter is somebody that works in
P Right. It begins with T. It’s a thing which you use in an airport a restaurant.
to help you with your cases, or in a supermarket to put your
shopping in. Just three seconds left…
The relative pronoun can be omitted in sentences like
V (ping) This is the book I told you about, where the subject of the
relative clause changes. This is not actively focused on
e e 3.15   Tell Sts that they are going to listen to Victoria at this level, but is probably worth pointing out, as its
again, but this time they will hear her answers. They must omission sometimes causes comprehension problems
compare their answers to hers. when Sts are reading or listening, especially when they
Play the audio the whole way through for Sts to compare cannot leave it out in their L1.
their answers. e 3.16   Focus on the example sentences and play the
Check answers. Find out with a show of hands how many audio for Sts to listen and repeat. Encourage them to copy
Sts got all six answers correct. the rhythm. Then go through the rules with the class.
1  bald  2  crowded  3  gloves  4  kitchen  5  lazy  6  trolley Now focus on the information box on that and go
through it with the class.
Focus on the exercises for 3C on p.217. Sts do the exercises
e 3.15
P OK. It begins with B. It’s an adjective for a man who has no hair on individually or in pairs.
his head! Check answers, getting Sts to read the full sentences.
V Bald.
P Right. It begins with C. It’s an adjective. It describes a place where EXTRA CHALLENGE   After checking the answers to a, you
there are a lot of people, for example a restaurant or a beach in could tell Sts to close their books and then ask them What’s
the summer. an octopus? What’s a lawnmower?, etc. and see if they can
V Crowded. remember the definitions.
P Right. It begins with G. They’re things which people wear on their
hands. a
V Gloves.
1 An octopus in an animal which lives in the sea
P Right. It begins with K. It’s the room where people cook.
V Kitchen. 2 A lawnmower is a machine which cuts the grass.
P Right. It begins with L. It’s an adjective for someone who doesn’t 3 A surgeon is a doctor who does operations.
like studying or working, for example. It’s the opposite of hard- 4 A changing room is a room where people try on clothes.
working. 5 A porter is the person who helps you with your luggage.
V Lazy. 6 Garlic is a kind of food which keeps vampires away.
P Right. It begins with T. It’s a thing which you use in an airport 7 A garage is a place where mechanics repair cars.
to help you with your cases, or in a supermarket to put your b
shopping in…Just three seconds left.
1 That’s the dog which always barks at night.
V Trolley!
P Congratulations, Victoria! You’ve done it!
2 That’s the shop where I bought my wedding dress.
V Oh, great! 3 He’s the actor who was in the last James Bond film.
4 They’re the children who live next door to me.
5 This is the restaurant where they make great pizza.
EXTRA SUPPORT   If there’s time, you could get Sts to listen
6 That’s the switch which controls the air conditioning.
again with script 3.14 on p.207, so they can see exactly what 7 He’s the teacher who teaches my sister.
they understood / didn’t understand. Translate / Explain any 8 That’s the room where we have our meetings.
new words or phrases. 9 This is the light which is broken.
FOR SPEAKERS OF SPANISH   Online Practice Listening: The Tell Sts to go back to the main lesson 3C.
Alphabet Game
EXTRA SUPPORT   If you think Sts need more practice, you
may want to give them the Grammar photocopiable
activity at this point.
FOR SPEAKERS OF SPANISH   Pocket Book Grammar: defining
relative clauses

3C 49

4037631 EF4e Pre-Int TG Spain.indb 49 04/12/2018 17:22


3 VOCABULARY & SPEAKING paraphrasing d Focus on the six words and give Sts time in pairs to write
definitions.
Vocabulary notes Elicit some of their answers onto the board.
Native speakers often paraphrase when they can’t think of
the word they want. This is an essential skill for Sts at any Possible answers
level. Encourage Sts to get into the habit of paraphrasing 1 It’s somebody who plays music on the radio or in a club.
whenever they need to. You can help them with this by 2 It’s somewhere where you can see paintings.
3 It’s something which you use to take photos.
giving definitions when they ask what a word means.
4 It’s a kind of document which you need if you travel abroad /
to another country.
a Focus on the question and go through the possible 5 For example, you do this when you are on the beach.
answers a–c, making sure Sts understand them. 6 It’s the opposite of straight.
Elicit answers and try to get a mini discussion going about
the relative merits of each one. e Focus on the instructions and make sure Sts only write five
definitions – one for each letter from A to E.
You may want to point out to Sts that the word to
describe option c is paraphrasing (the subheading of this EXTRA SUPPORT   Put Sts in pairs to write their definitions. If
section). they can’t think of words, you could give them words to
b e 3.17   Tell Sts that they are going to learn some useful use, e.g.:
expressions to help them explain words they don’t know. actor apple armchair abroad
In pairs, Sts complete the eight expressions with the bag builder breakfast bathroom
words in the list.
charger cold cook cousin
Play the audio for Sts to listen and check.
dictionary dangerous dirty drive
Check answers.
empty easy extrovert earrings
1  somebody  2  something  3  somewhere  4  kind Monitor and help Sts, correcting any errors with relative
5  opposite  6  like  7  similar  8  example clauses.
When Sts are ready, put them in groups of three or four.
e 3.17 If Sts wrote their definitions in pairs, then put two pairs
1 It’s somebody who shows you round a city or a museum. together.
2 It’s something which we use to pay, instead of cash. Sts read their definitions for their teammates to guess.
3 It’s somewhere where people go when they want to send a parcel
or a letter. When they have finished, you could get a few Sts to read
4 It’s a kind of fruit. It’s long and yellow. their definitions to the class.
5 It’s the opposite of expensive.
6 It’s like a sweater, but it has buttons.
7 It’s similar to a wallet, but it’s for a woman.
4 PRONUNCIATION silent e
8 It’s a verb. For example, you do this to the TV when you’ve
finished watching something.
Pronunciation notes
Learning how a final e after a vowel often changes the
c Play the audio again, pausing after each sentence, and pronunciation of this vowel will help Sts to predict the
elicit the word being defined. You could point out that pronunciation of new words.
after somewhere, you can leave out the relative pronoun You may want to point out to Sts that a few common
where. words are exceptions, e.g. have, give, and live, and that with
EXTRA SUPPORT   Give Sts time, in pairs, to read the two-syllable words the rule is usually true when the syllable
expressions again and work out the word being defined. with the silent e is stressed, e.g. decide and arrive, but not
practise.
1 guide
a Focus on the Silent e box and go through it with the
2 credit / debit / bank card
class.
3 post office
4 banana Now focus on the two definitions and elicit the words.
5 cheap
1  hat  2  hate
6 cardigan
7 purse Ask the class how the pronunciation of the first word
8 turn off
changes when you add the e.
It changes from /æ/ to /eɪ/ (from short to a diphthong). With an
e, it’s the same sound as the letter a.

50 3C
4037631 EF4e Pre-Int TG Spain.indb 50 04/12/2018 17:22
b Put Sts in pairs and get them to practise saying the words. 5 SPEAKING
Check answers and make sure Sts know the meaning of MEDIATION ACTIVITY   Put Sts in pairs, A and B, and tell
the words. Model and drill pronunciation. them to go to Communication Split crossword, A on
bit /bɪt/ – bite /baɪt/ p.189, B on p.195.
not /nɒt/ – note /nəʊt/ Go through the instructions carefully and make sure Sts
plan /plæn/ – plane /pleɪn/ understand what they have to do. Before Sts start, check
cut /kʌt/ – cute /kjuːt/ they understand the meaning of down and across when
asking for the crossword clues.
EXTRA SUPPORT   Write the words and phonetics on the
EXTRA SUPPORT   Put Sts in pairs, A and B. Then put two
board to help Sts.
Sts A and two Sts B together. Get them to look at the words
c e 3.18   Focus on the instructions, and then play the in their crossword and make sure they know the meanings.
audio for Sts to listen to the definitions and write the pairs Now put Sts back in their original pairs to do the activity.
of words.
Sit A and B face-to-face. A asks B to define his / her
Get Sts to compare with a partner, and then play the missing words. Then B does the same, and they continue
audio again if necessary. taking turns to ask for and give definitions.
Now play the audio again, pausing after each definition, When they have finished, get them to compare
and elicit the words. crosswords.
1 a win b wine
2 a pet b Pete
3 a mad b made

e 3.18
1 a  It’s a verb. It’s the opposite of lose.
b It’s something you drink. It’s alcoholic and it can be red, white,
or rosé.
2 a It’s an animal which people have in their house, for example
a cat.
b  It’s the short form of the name Peter.
3 a  It’s an adjective similar to crazy.
b  It’s the past tense of the verb make.

d Put Sts in pairs and get them to say the words to each
other.
e e 3.19   Play the audio for Sts to listen and check.
Check answers.
kite /kaɪt/  bin /bɪn/  stone /stəʊn/  
tap /tæp/  grapes /greɪps/  mug /mʌg/

e 3.19
See words in Student’s Book on p.43

FOR SPEAKERS OF SPANISH   Online Practice Pronunciation:


silent letters

3C 51

4037631 EF4e Pre-Int TG Spain.indb 51 04/12/2018 17:22


2 Practical English 
EPISODE Restaurant problems

Function  at the restaurant


Vocabulary restaurants: menu, bill, etc. e 3.20
J = Jenny, R = Rob, B = Barbara, H = Holly
J Well, I think that’s everything. What do you think of the office?
Lesson plan R
J
It’s brilliant, and much bigger than our place in London.
Oh, here’s Barbara. Rob, this is Barbara, the editor of the magazine.
In this lesson Sts practise ordering food and then explaining B It’s good to finally meet you, Rob.
that there is a problem. The Rob and Jenny story develops. R It’s great to be here.
Jenny shows Rob around the New York office, and B Is this your first time in New York?
introduces him to Barbara, the boss. Jenny and Rob go out R No, I came here when I was eighteen. But only for a few days.
B Well, I hope you get to know New York much better this time!
for lunch, and Holly, Jenny’s colleague, joins them and takes J Barbara, I’m going to take Rob out for lunch. Would you like to
over the conversation! come with us?
B I’d love to, but unfortunately I have a meeting at one. So, I’ll see
More materials for speakers of Spanish you later. We’re meeting at three, I think.
J That’s right.
For teachers on Oxford Premium
B Have a nice lunch.
Resources ***
Video  Practical English Episode 2 H Hey, are you Rob Walker?
Quick Test 3 R Yes.
File 3 Test H Hi, I’m Holly. Holly Tyler.
R Hello, Holly.
For students H We’re going to be working together.
Workbook Practical English 2 J Really?
Can you remember...? 1–3 H Didn’t Barbara tell you? I’m going to be Rob’s photographer!
J Oh, well…We’re just going for lunch.
Online Practice Practical English 2 H Cool! I can come with you. I mean, I had a sandwich earlier, so I
Check your progress don’t need to eat, but Rob and I can talk. Is that OK?
J Sure.
OPTIONAL LEAD-IN (BOOKS CLOSED)   H So, let’s go.
Before starting Episode 2, elicit what Sts can remember
about Episode 1. Ask Who’s Rob? Where does he work / live? b Play the video / audio again, so Sts can watch or listen a
Who’s Jenny? Where is she from?, etc. second time and correct the false sentences.
Get Sts to compare with a partner, and then check answers.
Alternatively, you could play the last scene of Episode 1.
1 The New York office is much bigger.
1 r IN THE NEW YORK OFFICE 3 Rob has been to New York before.
4 Holly is going to have lunch with Rob and Jenny.
a e 3.20   Books open. Focus on the photo and ask Sts to
6 Holly wants to go to the restaurant because she wants to
guess where Rob is and who the woman is. talk to Rob.
Now focus on the instructions and on sentences 1–6.
Go through them with Sts and make sure they EXTRA SUPPORT   If there’s time and you are using the video,
understand them. you could get Sts to watch again with subtitles, so they
Now play the video / audio once the whole way through, can see exactly what they understood / didn’t understand.
and get Sts to mark the sentences T (true) or F (false). Translate / Explain any new words or phrases.
Make it clear that they don’t need to correct the false
sentences yet.
Get Sts to compare with a partner, and then check answers.
1  F  2  T  3  F  4  F  5  T  6  F

52 PE2
4037631 EF4e Pre-Int TG Spain.indb 52 04/12/2018 17:22
2 r VOCABULARY restaurants b Focus on the conversation in the chart. Elicit who says the
a Put Sts in pairs and tell them to answer the questions in You hear phrases (the waitress) and who says the You
the restaurant quiz. say phrases (the customer, or here Jenny, Rob, and Holly).
These phrases will be useful for Sts if they need to order
b e 3.21   Play the video / audio for Sts to watch or listen
food / a drink, and if they then have problems. You might
and check.
want to point out the difference between madam in
Check answers. British English, which Sts will have seen if they did A1/A2,
What do you call…? and ma’am in American English.
1 the menu Give Sts a minute to read through the conversation and to
2 courses think about what the missing words might be. Then play
3 a waiter / waitress the video / audio again, and get Sts to complete the gaps.
4 the bill Play again if necessary.
5 the tip
What do you say…?
Get Sts to compare with a partner, and then check answers.
6 A table for four, please. 1  order  2  start  3  potato  4  medium  5  drink  6  Still  
7 Can I have the pasta? Could I have the pasta? I’ll have the 7  sir  8  change  9  take
pasta. I’d like the pasta.
8 Can I have the bill, please? Could I have the bill, please?
Go through the conversation line by line with Sts,
EXTRA IDEA   You could do the quiz as a competition. Set a
helping them with any words or expressions they don’t
understand. Make sure Sts understand that rare, medium,
time limit, and the pair with the most correct answers are
and well done refer to the different ways a steak can be
the winners.
cooked. Also remind Sts of the two kinds of mineral water,
still and sparkling.
3 r AT THE RESTAURANT c e 3.23   Now focus on the You say phrases and tell Sts
a e 3.22   Focus on the photo and ask Sts Where are they? they’re going to hear the conversation again. They should
(at the restaurant) and Who are the three people? (Rob, the repeat the You say phrases when they hear the beep.
waitress, and Jenny). Elicit / Explain the two ways of ordering, e.g. I’d like (I would
Now either tell Sts to close their books, and write the like) the tuna with a green salad or I’ll have the steak, please.
questions on the board, or get Sts to focus on the two Elicit what Holly says (Nothing for me.) and ask Sts why she
questions and cover the conversation on p.45. says that (she had a sandwich earlier).
Play the video / audio once the whole way through and Play the video / audio, pausing if necessary for Sts to
then check answers. You might want to point out that the repeat the phrases. Encourage them to copy the rhythm
waitress has an Australian accent. and intonation, but probably not to try to copy Jenny
and Holly’s American accents. When Jenny pronounces
1 Jenny orders tuna and a green salad. Rob orders steak and
fries. Holly doesn’t order anything.
water as /ˈwɔːdər/, Sts should use the British English
2 The waitress gives Jenny fries instead of a salad and Rob’s pronunciation of water /ˈwɔːtə/.
steak is rare, not well done.
e 3.23
Same as script 3.22 with repeat pauses
e 3.22 3.23
W = waitress, J = Jenny, R = Rob, H = Holly d Put Sts in pairs, A and B. A is Jenny, Rob, and Holly, and B
W Are you ready to order? is the waiter / waitress. Get Sts to read the conversation
J Yes, please. (repeat)
W Can I get you something to start with?
aloud and then swap roles.
J No, thank you. (repeat) I’d like the tuna with a green salad. (repeat) e MEDIATION ACTIVITY   Focus on the instructions. B (book
W And for you, sir? open) is the waiter / waitress. A (book closed) should
R I’ll have the steak, please. (repeat) decide what to eat and then respond when B starts with
W Would you like that with fries or a baked potato?
R Fries, please. (repeat)
Are you ready to order?.
W How would you like your steak? Rare, medium, or well done? Sts now role-play the conversation.
R Well done. (repeat) f When they have finished, they should swap roles.
H Nothing for me. (repeat)
W OK. And to drink? You could get a few pairs to perform in front of the class.
J Water, please. (repeat)
W Still or sparkling?
J Sparkling. (repeat)
***
W The tuna for you, ma’am, and the steak for you, sir.
J I’m sorry, but I asked for a green salad, not fries. (repeat)
W No problem. I’ll change it.
R Excuse me. (repeat)
W Yes, sir?
R Sorry, I asked for my steak well done, and this is rare. (repeat)
W I’m really sorry. I’ll take it back to the kitchen.

PE2 53

4037631 EF4e Pre-Int TG Spain.indb 53 04/12/2018 17:22


4 r HOLLY AND ROB MAKE FRIENDS d e 3.25   Play the video / audio for Sts to watch or listen
a e 3.24   Focus on the question. and complete the phrases.
Play the video / audio once the whole way through, and Check answers. If you know your Sts’ L1, you could get
then check the answer. them to translate the phrases.

Rob and Holly enjoy the lunch, but Jenny doesn’t. 1  So  2  start  3  suggestions  4  be  5  Could  6  mistake  
7  time

e 3.24
H = Holly, R = Rob, J = Jenny, W = waitress e 3.25
1 So, tell me…
H So tell me, Rob, what are you going to write about?
2 Well, to start with…
R Well, to start with, my first impressions of New York. You know, the
3 Do you have any suggestions?
nightlife, the music, things like that.
4 That would be great.
H Are you planning to do any interviews?
5 Could we have the check, please?
R I’d like to. Do you have any suggestions?
6 Excuse me, I think there’s a mistake.
H Well, I know some great musicians.
7 OK, time to go.
R Musicians?
H You know, guys in bands. And I also have some contacts in the
theatre and dance. Now play the video / audio again, pausing after each
R That would be great. phrase, for Sts to watch or listen and repeat.
H Maybe we could go to a show, and after you could talk to the
e Focus on the instructions and make sure Sts understand
actors.
R I really like that idea. what they have to do.
W Can I bring you anything else? Get Sts to compare with a partner, and then check answers.
J Could we have the check, please?
W Yes, ma’am. A  7  B  6  C  3  D  4  E  2  F  5  G  1
***
W Here’s your check. Now put Sts in pairs and get them to practise the
J Thanks. conversations.
*** Finally, focus on the CAN YOU…? questions and ask Sts
J Excuse me. I think there’s a mistake. We had two bottles of water,
not three.
if they feel confident they can now do these things. If
W You’re right. I’m really sorry. It’s not my day today! I’ll get you a they feel that they need more practice, tell them to go to
new check. Online Practice to watch the episode again and practise
J Thank you. the language.
H We’re going to have a fun month, Rob.
R Yeah, I think it’s going to be fantastic.
J OK, time to go. You have your meeting…with Barbara at three.
R Oh yeah, right.

b Focus on questions 1–6 and give Sts time to read them.


Before playing the video / audio again, focus on the
British and American English box and go through it
with the class.
Now play the video / audio again, so Sts can watch or
listen a second time and answer the questions.
Get Sts to compare with a partner, and then check answers.
1 He’s going to write about his first impressions of New York,
the nightlife, and music.
2 Holly says she can introduce him to musicians, and she also
knows people in the theatre and dance.
3 She says they could go to a show.
4 It says three bottles of water, but they only had two.
5 Because Rob has a meeting with Barbara (and maybe because
she is getting tired of Holly).
6 No, she wanted to be alone with Rob.

EXTRA SUPPORT   If there’s time and you are using the video,
you could get Sts to watch again with subtitles, so they
can see exactly what they understood / didn’t understand.
Translate / Explain any new words or phrases.
c Focus on the Social English phrases. In pairs, get Sts to
see if they can remember any of the missing words.
EXTRA CHALLENGE   In pairs, get Sts to complete the phrases
before they listen.

54 PE2
4037631 EF4e Pre-Int TG Spain.indb 54 04/12/2018 17:22
4A Who does what?
G present perfect + yet, just, already 1 READING & VOCABULARY housework,
V housework, make or do? make or do?
P the letters y and j a Books open. Focus on the task and read the two
headlines. Explain / Elicit the meaning of the expression as
good as (= equally good).
Lesson plan Elicit what the missing words might be.
This lesson presents the present perfect to talk about the
b Tell Sts to read the two articles to check their answers to a.
recent past, and Sts also learn to use it with yet, just, and
Then they should read the online comments after the
already. Sts who completed English File A1/A2 will have
articles and match comments A–F to either article 1 or 2.
seen the present perfect (though not yet, just, and already),
Point out that the first one (1A) has been done for them.
but for other Sts this will be completely new. The context
of the lesson is housework. Sts begin with two articles When Sts have completed the task, get them to compare
about housework to read and discuss. There is then a with a partner.
vocabulary focus on common verb phrases for housework, Check answers.
and collocations with make and do. In a speaking activity, EXTRA SUPPORT   Before Sts read the articles the first time,
Sts read a questionnaire and discuss who in their country check whether you need to pre-teach any vocabulary.
does housework and whether they do any themselves.
The grammar is then presented through three short a housework
conversations between family members about housework. b B 2  C  2  D  1  E  2  F  1
The pronunciation focus is on the letters y and j, as in yet and
just. The lesson ends with a listening which gives tips about Now put Sts in pairs and get them to discuss which
how to clean quickly and efficiently. comments they agree with.
Get some feedback.
More materials for speakers of Spanish c Do this as a whole-class activity.
For teachers on Oxford Premium
do (housework, sport, the cleaning, )
Photocopiables
Grammar  present perfect + yet, just, already Deal with any other new vocabulary. Model and drill the
Vocabulary Housework, make and do? pronunciation of any tricky words.
Communicative  Find the response d Tell Sts to go to Vocabulary Bank Housework, make or
Resources do? on p.240.
Tests for Escuelas Oficiales de Idiomas
Wordlists and additional teacher resources Vocabulary notes
For students Housework
Workbook 4A You may want to point out that wash and wash up are used
Online Practice  4A as normal verbs, (e.g. I’m going to wash my hair, etc.), but
that when we refer to the housework activity of washing
Plus extra Pronunciation for speakers of Spanish: /ts/, /ʃ/,
clothes or washing up plates, etc., it is more common to
/dʒ/, and /j/
use the phrases do the washing and do the washing-up.
Grammar and Vocabulary Pocket Book
This is similar to the difference between swimming and go
OPTIONAL LEAD-IN (BOOKS CLOSED)  
swimming, focused on in 2A.
Write these countries on the board: You might also want to tell Sts that in British English
CANADA  ITALY  NORWAY  SPAIN  UK vacuuming and hoovering are synonyms. The word hoover
comes from the American vacuum cleaner company.
Ask Sts to rank them 1–5, with 1 = men do the most
make or do
housework, and 5 = men do the least housework.
You could suggest that when Sts aren’t sure whether
Now tell them the real order according to a 2016 survey. to use make or do, to bear in mind that make often has
1 Norway, where men do more housework than any other the meaning of ‘creating’ something which wasn’t there
country in the world before, e.g. make dinner, make a noise, make a cake, etc.,
2 Canada whereas do has the meaning of fulfilling a task which
3 Spain already exists, e.g. do an exercise, do housework, do a course,
4 UK etc. This rule of thumb is generally true, although there are
5 Italy a few exceptions, e.g. make the bed.

Ask Sts if they’re surprised by the order. Focus on 1 Housework and get Sts to do a individually or
in pairs.
e 4.1   Now do b. Play the audio for Sts to listen and check.
Check answers.

4A 55

4037631 EF4e Pre-Int TG Spain.indb 55 04/12/2018 17:22


Get some feedback from various pairs.
e 4.1
Housework, make or do? 1 Housework
7 clean the floor
3 GRAMMAR  present perfect + yet, just, already
6 do the ironing a Tell Sts to look at the pictures and read the conversations.
3 do the shopping Then they should complete them with the verbs from the
10 do the vacuuming list. Explain that these are past participles. Point out that
2 do the washing
8 do the washing-up
the first one (finished) has been done for them.
13 dust the furniture EXTRA SUPPORT   If your Sts haven’t seen the present perfect
1 lay the table (opposite clear) before, or they’ve seen it only very briefly, tell them that the
15 load the dishwasher (opposite unload)
14 make lunch past participles are of regular and irregular verbs, and elicit
4 make the bed which verbs they are.
11 pick up dirty clothes
Give Sts time to complete the three conversations.
5 put away your clothes
12 take out the rubbish b e 4.3   Play the audio for Sts to listen and check.
9 tidy your room Check answers, and if you didn’t do this before, elicit the
infinitive of each verb.
Now either use the audio to drill the pronunciation of
the verb phrases, or model and drill them yourself. Give 1 finished (finish), started (start), broken (break)
further practice of any words and phrases your Sts find 2 made (make), come (come), been (be)
difficult to pronounce. 3 done (do), put (put)
Finally, do c and get Sts to cover the phrases and look at
the photos. They can test themselves or a partner. e 4.3
Now focus on 2 make or do and get Sts to do a 1 A  Have you finished the washing-up?
B  Not yet.
individually or in pairs. A  Have you started it?
e 4.2   Now do b. Play the audio for Sts to listen and check. B Er…yes.
Check answers. A  What’s that noise? Have you broken something?
B  Sorry. Only a glass.
2 A  What’s for dinner?
e 4.2 B  I don’t know. I haven’t made anything. I’ve just come home.
2 make or do A  Is there anything in the fridge?
1 do a course B  Not much. I haven’t been to the supermarket yet.
2 make a mistake A Oh!
3 do an exam (an exercise, homework) B  Maybe you can go?
4 make a noise
3 A  Are you going to take the rubbish out?
5 make a phone call
B  I’ve already done it.
6 do housework
A  And have you put a new bag in the bin?
7 make friends
B  No, I couldn’t find the bags.
8 do sport (or exercise)
9 make plans
10 make an excuse Ask the class the two questions and elicit some answers.
You could also tell Sts if you have conversations like this,
Now either use the audio to drill the pronunciation of the and who with.
phrases, or model and drill them yourself. Give further c Focus on the instructions and then give Sts time to match
practice of any words and phrases your Sts find difficult to sentences 1–4 to meanings A–D.
pronounce. Check answers. If you know your Sts’ L1, you could elicit
Finally, do c and get Sts to cover the phrases and look at the translation of just, already, and yet. Elicit / Explain that
the photos. They can test themselves or a partner. the verbs are in the present perfect.
Focus on Activation and put Sts in pairs to test each 1  d  2  c  3  b  4  a
other. A (book open) says a noun and B (book closed) says
the verb. Make sure they swap roles. !  Just has other meanings in other contexts, e.g. only.
Tell Sts to go back to the main lesson 4A.
d Tell Sts to go to Grammar Bank 4A on p.218.
EXTRA SUPPORT   If you think Sts need more practice, you
may want to give them the Vocabulary photocopiable Grammar notes
activity at this point. For some Sts the present perfect may be new. They may have
something similar in their L1 or they may not, and the use is
FOR SPEAKERS OF SPANISH   Pocket Book Vocabulary:
likely to be different. It takes time for Sts to learn and use the
prepositions: at / in / on; verbs + prepositions; housework;
present perfect correctly, but this use (for things that have
make or do?
happened recently, with no time mentioned) is probably
the simplest to understand, and Sts will probably already
2 SPEAKING be used to you asking them, e.g. Have you finished?, etc.
Focus on the questionnaire and go through the questions, Yet / already may not have an exact equivalent in Sts’ L1,
making sure Sts understand all the lexis, e.g. fair, typical, and the meaning is not that easy to explain, as they are
teenager, argue, etc. words which simply add emphasis. There is not much
Now put Sts in pairs and get them to answer the questions. difference between I haven’t finished and I haven’t finished
yet, but adding yet implies that you are going to finish.
56 4A
4037631 EF4e Pre-Int TG Spain.indb 56 04/12/2018 17:22
b e 4.7  Before playing the audio, make sure Sts know the
just + present perfect: This use may be difficult for Sts to
meaning of all the words, especially jaw (= the parts of
assimilate, as it may be expressed in a completely different
your face that move when you talk or eat).
way in Sts’ L1, i.e. with another verb followed by the infinitive.
Sts may also have previously met just with the meaning only. Now play the audio once for Sts just to listen.
Tell them that the meaning is usually clear from the context.
e 4.7
Lesson 4B focuses on the present perfect for past
1 a yet   b jet
experience with ever / never, and contrasts it with the past 2 a yes  b Jess
simple. Later in the course (9B) Sts are introduced to the 3 a yours   b jaws
present perfect with for and since for unfinished actions,
and this is again contrasted with the past simple in 9C. Play the audio again, pausing after each word or group of
words for Sts to repeat.
Focus on the example sentences and play audio e 4.4
Now ask Sts how the letters y and j are pronounced at the
and e 4.5 for Sts to listen and repeat. Encourage them to
beginning of words.
copy the rhythm. Go through the rules with the class.
If your Sts are new to the present perfect, when you go to At the beginning of a word, y = /j/ and j = /dʒ/.
the Irregular verbs list on p.250, get them to underline or
highlight the verbs where the past participle is different c e 4.8   Tell Sts they are going to hear three words from a.
from the past simple, e.g. be, become, etc. Play the audio, pausing after each word to check the answer.
EXTRA IDEA   Get Sts to close their books, and test them on
e 4.8
participles which are different from the past simple. 1 a  yet  2 b  Jess  3 a  yours
Focus on the exercises for 4A on p.219. Sts do the
exercises individually or in pairs. EXTRA SUPPORT   If this sound is difficult for your Sts, it will
Check answers, getting Sts to read the full sentences. help to show them the mouth position. You could model
this yourself or use the the Sound Bank videos on
a 1  She’s bought a new jacket. Online Practice.
2  He hasn’t found a job yet.
3  Have you spoken to Mr Jackson? d e 4.9   Tell Sts they are going to hear five sentences and
4  We’ve found a fantastic hotel. they must write them down.
5  They haven’t finished eating. Play the audio the whole way through for Sts just to listen.
6  Have you seen Peter recently?
7  Have you done your homework? e 4.9
8  We haven’t replied to their email yet. 1 I’ve just bought some jeans and a jacket.
b 1  I’ve just had breakfast. 2 Have you used your new computer yet?
2  Have you finished your dinner yet? 3 Jane’s really enjoying her Japanese classes.
3  The film has already started. 4 Do you usually argue about housework?
4  I haven’t met his girlfriend yet. 5 Is John’s birthday in June or July?
5  They’ve just got married.
6  He’s already gone home. Now play it again, pausing after each sentence to give Sts
7  We’ve just spoken to him. time to write.
8  I haven’t read his new book yet. Check answers by eliciting the sentences onto the board.
You may want to point out the hidden /j/ sound in new,
Tell Sts to go back to the main lesson 4A.
computer, and argue.
EXTRA SUPPORT   If you think Sts need more practice, you
may want to give them the Grammar photocopiable See sentences in script 4.9
activity at this point. Finally, get Sts to practise saying the sentences in pairs.
FOR SPEAKERS OF SPANISH   Pocket Book Grammar: present e e 4.10   Tell Sts they are going to hear six sound effects
perfect + yet, just, already of things that have just happened. Point out the example.
Put Sts in pairs and tell them first to listen only. Play the
audio once the whole way through.
4 PRONUNCIATION & SPEAKING  the letters
y and j
e 4.10
Pronunciation notes (Sound effects to illustrate the following sentences)
1 She’s just broken a glass.
Remind Sts that: 2 They’ve just got married.
• the letter y at the beginning of a word is always 3 He’s just taken a photo.
pronounced /j/. 4 She’s just seen a mouse.
5 The film has just finished.
• the letter j is always pronounced /dʒ/. 6 A dog has just seen a cat.

a e 4.6  Focus on the sound pictures and elicit the words


Now play the audio again, pausing after each sound effect
and sounds: yacht /jɒt/ and jazz /dʒæz/.
for Sts to say a sentence with just and the present perfect.
Play the audio for Sts to listen and repeat. Accept all correct and possible sentences.
e 4.6 See sentences in script 4.10
See words and sounds in Student’s Book on p.55

4A 57

4037631 EF4e Pre-Int TG Spain.indb 57 04/12/2018 17:22


EXTRA SUPPORT   When Sts listen the first time, tell them to don’t clean if you can’t immediately see what you need, and you
make notes only. Then play the audio again, pausing after don’t want to look for it.
each sound effect for Sts, in pairs, to write their sentences. Tip three: Clean the microwave regularly.
You probably use this every day and it gets dirty quickly, believe me.
f MEDIATION ACTIVITY   Tell Sts to go to Communication But cleaning it is super easy. All you need to do is pour a little water
Has he done it yet? on p.190. Give them one minute to into a microwave-safe bowl, slice a lemon in half and squeeze the
look at and remember the picture. juice into the water. Then, put the two halves of the lemon in the bowl
and microwave on high for three minutes. Leave the door closed for
Now tell Sts to go to p.192. Go through the instructions another five minutes, and then clean the inside with a cloth.
and point out the example. They should write their seven Tip four: Use your dishwasher to clean other things.
sentences with either already or yet. If you have a dishwasher, it’s probably already your best friend. But
When Sts have written their sentences, put them into did you know that it can clean much more than just kitchen things?
pairs. They read their sentences aloud to each other to You can use it to clean all kinds of things made of plastic like toys,
or even flip flops or other plastic shoes, and also for things made of
see if they have written the same. Monitor to check they
metal like tools, or keys.
are forming the present perfect correctly and are putting Tip five: Tell people to take off their shoes when they come in.
already and yet in the correct place. If you hate vacuuming, but you also hate the floor because you don’t
Finally, Sts check with the picture to see how many of do the vacuuming, there’s an easy solution – tell your housemates
their sentences were correct. and guests to take off their shoes at the front door. And if they forget
or refuse, give them the vacuum cleaner.
Get feedback. Tip six: Use your socks to clean the floor.
Things Max has already done If you have a hard floor, like wood or stone, for example, make
your socks work for you. Take your shoes off, and slide across a
1 He’s already made the bed.
different part of your floor each time you move across it. It’ll soon be
2 He’s already had breakfast.
completely clean. Then, just throw your socks in the washing machine.
3 He’s already had a shower.
And finally tip seven: Listen to music while you clean.
Things Max hasn’t done yet
Sometimes you really need to do some housework that you hate,
1 He hasn’t tidied his desk yet. like ironing or cleaning the bathroom. Put on your favourite playlist
2 He hasn’t taken the dog for a walk yet. and focus on the music, not the boring housework.
3 He hasn’t turned off his computer yet. And one last word – many people say that lazy people are often
4 He hasn’t put away his clothes yet. the best employees because they find the most efficient way to
complete a task. That’s the way you need to think when you’re
You could do c as a whole-class activity. cleaning. Good luck!
Tell Sts to go back to the main lesson 4A.
FOR SPEAKERS OF SPANISH   Online Practice Pronunciation: d Now tell Sts they are going to listen again and they need
/ts/, /ʃ/, /dʒ/, and /j/ to answer questions 1–7. Tell them that each question is
linked to a tip in b, so for questions 6 and 7, they must
quickly look at the tip again.
5 LISTENING  checking hypotheses using Give Sts time to read the questions and make sure they
background knowledge
understand all the lexis, e.g. flip-flops, tools, etc.
a Do this as a whole-class activity.
Play the audio again, pausing after each tip to give Sts
b Focus on the task and make sure Sts understand all the time to answer the question.
lexis in the title of the video blog.
Get Sts to compare with a partner, and then play the
Put Sts in pairs and give them time to guess what the audio again if necessary.
missing words in tips 1–7 are.
Check answers.
c e 4.11   Play the audio for Sts to listen and check.
Get Sts to compare with their partner, and play the audio 1 For ten minutes twice a day. Set an alarm on your phone to
again if necessary. motivate yourself.
2 Near the place where you need them. If you don’t know
Check answers. where the product is, you don’t want to look for it.
1  often  2  right  3  microwave  4  clean  5  their shoes   3 Pour a little water into a microwave-safe bowl, slice a lemon
6  floor  7  to music in half and squeeze the juice into the water. Then, put the two
halves of the lemon in the bowl and microwave on high for
three minutes. Leave the door closed for another five minutes,
e 4.11 and then clean the inside with a cloth.
I’m lazy, but I like living in a clean tidy home. Maybe you’re the same. 4 Because you can clean them in the dishwasher.
It doesn’t matter if you live by yourself, with a partner, or with a 5 Give them the vacuum cleaner.
group of friends. You’re always going to have to do some housework. 6 Hard floors, like wood or stone. Throw your socks in the
Learn a few cleaning tricks and you can have a clean home – and still washing machine when you finish.
have plenty of time to relax and do nothing. 7 Ironing and cleaning the bathroom.
Tip one: Clean quickly, but often.
Clean for just ten minutes twice a day. This gives you time to, e Do this as a whole-class activity and answer the questions
for example, load the dishwasher and do one other thing like yourself.
vacuuming. Set an alarm on your phone to motivate yourself.
Tip two: Keep cleaning products in the right place.
Put cleaning products near the place where you need them. Keep
bathroom cleaners in the bathroom, keep bin bags by the bin, and
keep dishwasher tablets on top of the dishwasher. Sometimes you

58 4A
4037631 EF4e Pre-Int TG Spain.indb 58 04/12/2018 17:22
4B In your basket
G present perfect or past simple? (1) b Tell Sts to go to Vocabulary Bank Shopping on p.241
V shopping and do 1 In a shop or store.
P c and ch Vocabulary notes
In a shop or store
Lesson plan Highlight:
In this lesson Sts look at the present perfect for past • that store is American English for shop, but now in the
experience with ever / never, and contrast it with the past UK people use both shop and store.
simple. The context of the lesson is shopping. Sts begin with a • the difference between fit and suit. If clothes don’t fit
speaking activity about global chain stores, and a vocabulary you, it means they’re the wrong size (e.g. too big, too
focus on shopping. This is followed by a pronunciation small, too tight, too loose). If clothes don’t suit you, it
focus on different ways of pronouncing the letters c and ch. means they don’t look good on you.
Sts then listen to five people answering questions about Online
shopping, and through this the grammar is presented. Then
Some of this vocabulary will be more useful for Sts to
in speaking, Sts have a mingle activity where they ask other
understand than to actively use, e.g. proceed to checkout, but
Sts some shopping-related Have you ever…? questions, which
with the growth of online shopping worldwide, it is useful for
they then follow up with past simple questions. Finally, the
them to learn the typical expressions they may see.
lesson ends with an article explaining why we often find
areas where there are a lot of the same kinds of shops. Focus on a and get Sts to do it individually or in pairs.
More materials for speakers of Spanish e 4.12   Now do b. Play the audio for Sts to listen and check.
Check answers.
For teachers on Oxford Premium
Photocopiables e 4.12
Grammar  present perfect or past simple? (1) Shopping 1 In a shop or store
Vocabulary Shopping 3 basket 7 shop assistant
Communicative  Have you ever…? 1 changing rooms 4 shopping bag
10 (self-service) checkout 2 the sales
Resources 5 customer 6 till
Tests for Escuelas Oficiales de Idiomas 11 receipt 8 trolley
Wordlists and additional teacher resources 9 shelves
For students
Workbook 4B Now either use the audio to drill the pronunciation of the
words, or model and drill them yourself. Point out to Sts
Online Practice  4B
that the p in receipt is silent. Give further practice of any
Plus extra Pronunciation and Listening for speakers of words your Sts find difficult to pronounce.
Spanish: c and ch; Shopping
EXTRA SUPPORT   Get Sts to cover the words and look at the
Grammar and Vocabulary Pocket Book
photos. They can test themselves or each other.
OPTIONAL LEAD-IN (BOOKS CLOSED)   Focus on c and get Sts to match the sentences.
Quickly revise vocabulary for clothes. Tell Sts to describe e 4.13   Now do d. Play the audio for Sts to listen and check.
what other Sts are wearing or to test each other using the Check answers. Model and drill the pronunciation of suit
Vocabulary Bank on p.237. /suːt/.
1  d  2  e  3  a  4  b  5  c  6  f
1 SPEAKING & VOCABULARY shopping
a MEDIATION ACTIVITY   Books open. Focus on the task and
make sure Sts understand what a global chain store is. e 4.13
2 Shopping online
Put Sts in pairs and get them to discuss questions 1–7. 1 Can I help you?
Check answers for questions 1 and 2, and get some I’m just looking, thank you.
feedback from various pairs for questions 3–7. 2 What size are you?
I’m a medium.
1 Zara sells clothes and accessories (also Zara Home, which sells 3 Can I try on this shirt?
things for the house); Apple sells technology; Topshop sells Yes, the changing rooms are over there.
clothes and accessories; The Body Shop sells products for skin 4 This shirt doesn’t fit me.
and body (e.g. face cream); H&M sells clothes and accessories; It’s too big for me.
Nike sells sportswear; IKEA sells things for the house; Uniqlo 5 That jacket really suits you!
sells clothes and accessories. You always look good in red.
2 Zara is from Spain; Apple is from the USA; Topshop is from the 6 I’m going to take these trousers back. They’re too short.
UK; The Body Shop is from the UK; H&M is from Sweden; Nike
is from the USA; IKEA is from Sweden; Uniqlo is from Japan.

4B 59

4037631 EF4e Pre-Int TG Spain.indb 59 04/12/2018 17:22


Now do 2 Online. Focus on a and get Sts to read the text chemist’s and cash machine are pronounced differently.
and complete the gaps. In chemist’s the letters ch are pronounced /k/ and in machine
e 4.14  Now do b. Play the audio for Sts to listen and check. they are pronounced /ʃ/.
Check answers. Give further practice of any words your Sts
find difficult to pronounce. e 4.16
2 account  3 item  4 basket  5 checkout  6 delivery See words in Student’s Book on p.56
7 next-day  8 debit  9 payment  10 auction
EXTRA CHALLENGE   Elicit some more words where ch is
pronounced /k/ or /ʃ/. Sts should know, e.g. architect,
e 4.14 mechanic, Christmas (ch = /k/), and chef, moustache
2 Shopping online
(ch = /ʃ/). You may want to tell them that words where
All major chain stores and many other shops sell online, and a lot of
people prefer going to their website than the actual shop. The first time ch is pronounced /ʃ/ are mostly of French origin.
you use a site, you usually have to create an account, where you give d Get Sts to practise saying all the words in a and c.
your personal details. Then you choose what you want to buy, and click
on each item. Everything you buy goes in your basket, usually at the EXTRA SUPPORT   If these sounds are difficult for your Sts,
top right of the page. When you are ready to pay, you click on ‘proceed it will help to show them the mouth position. You could
to payment’. You then have to give the delivery address where you model this yourself or use the the Sound Bank videos on
want them to send your things. You can usually pay extra for next-day Online Practice.
delivery – standard delivery is sometimes free. Then you choose how
you want to pay, for example with a credit or debit card or with PayPal, FOR SPEAKERS OF SPANISH   Online Practice Pronunciation:
and give your payment details, for example your credit card number c and ch
and expiry date. Finally, you confirm your payment and receive a
reference number and a confirmation email. And then you wait! Many
people also buy and sell things online at auction sites, like eBay. 3 GRAMMAR  present perfect or past simple? (1)
a e 4.17   Tell Sts that they’re going to listen to three
Finally, focus on Activation. Put Sts in pairs to discuss the people being interviewed about shopping. Tell them the
questions. Get some feedback from various pairs. first time they listen they just need to write down the
Tell Sts to go back to the main lesson 4B. names of shops in 1a that the people mention.
EXTRA SUPPORT   If you think Sts need more practice, you Play the audio once the whole way through.
may want to give them the Vocabulary photocopiable Check answers.
activity at this point. EXTRA SUPPORT   Read through the script and decide if you
FOR SPEAKERS OF SPANISH   Pocket Book Vocabulary: need to pre-teach any new lexis before Sts listen.
shopping; describing a town or city
Kate:  H&M  
Rosie:  Top Shop and The Body Shop  
2 PRONUNCIATION  c and ch John:  Uniqlo
a Write on the board CUT and CENT and elicit their
pronunciations. Highlight that c can be pronounced /k/ e 4.17
or /s/. I = interviewer, K = Kate
Focus on the two sound pictures and elicit the words and I Have you been to a chain store recently?
sounds: key /kiː/ and snake /sneɪk/. Give Sts a few minutes K Yes, I have. I went to H&M three weeks ago.
to put the words in the correct row. Encourage them to I And what did you buy?
K I bought a skirt. It’s a long, black skirt.
say the words aloud as they do this. I Are you happy with it?
Get Sts to compare with a partner. K Yes, yes, and er...it was very cheap because it was in the sale. And
b e 4.15   Play the audio for Sts to listen and check. it suits me.
I = interviewer, R = Rosie
Check answers. I Have you been shopping for clothes recently?
R Yes, I went shopping at the weekend with my friends.
e 4.15 I Where did you go?
key /k/  account, auction, click, clothes, credit card, customer R We went to the city centre, to Princes Street – that’s where we
always go.
snake /s/  city, proceed, receipt, shopping centre
I Did you buy anything?
R I tried on a few things in Topshop, but in the end there wasn’t
Play the audio again, pausing after each word or group of anything I liked. But I did get something in The Body Shop. There’s
words for Sts to repeat. a shopping centre just off Princes Street, and there’s a Body Shop
Then focus on the question and check the answer. there, and I bought some strawberry shower gel. I really like it.
I = interviewer, J = John
c is usually /s/ before e and i, e.g. centre, city, etc. I Have you ever bought anything from Uniqlo?
J Not from the shop, because there isn’t one where I live, but I
c e 4.16   Focus on the first question and elicit the answer. sometimes buy stuff on their website.
I What was the last thing you bought there?
The letters ch are usually pronounced /tʃ/. J It was a few months ago. I got some T-shirts. I always get them
there; they do really good, cheap T-shirts.
Now play the audio for Sts to listen to the words and circle I How many did you get?
the ones that are pronounced differently. Check answers. J Five, I think. Yes, five.
I And are you happy with them?
J Yes. They were about five pounds each, and delivery was another
five pounds, so that was thirty pounds for five T-shirts.
60 4B
4037631 EF4e Pre-Int TG Spain.indb 60 04/12/2018 17:22
b Before playing the audio again, get Sts, in pairs, to talk f Tell Sts they are now going to answer the same questions
about what they can remember for the two questions. as the people in the interview in 3a.
Play the audio again. Pause it after each speaker to give Put Sts in pairs and get them to interview each other.
Sts time to answer the questions. Get some feedback from various pairs.
Get Sts to compare with a partner, and then check answers. FOR SPEAKERS OF SPANISH   Pocket Book Grammar: present
Speaker 1 (Kate):  a skirt; yes perfect or past simple? (1)
Speaker 2 (Rosie):  strawberry shower gel; yes
Speaker 3 (John):  five T-shirts; yes 4 SPEAKING
c e 4.18   Tell Sts to look at the beginning of Kate’s a Focus on the instructions. Do question 1 with the whole
interview and think what the missing verbs might be. class and elicit the missing past participles (bought and
Play the audio for Sts to listen and complete the task. sold). Sts should complete questions 2–6 with the missing
participles.
Check answers.
Check answers.
1  Have…been  2  have  3  went  4  did…buy  5  bought
2  bought  3  got  4  lost  5  tried  6  had

e 4.18 b Focus on the follow-up question(s) after each present perfect


A Have you been to a chain store recently? question in a and point out that they are in the past simple.
B Yes, I have. I went to H&M three weeks ago.
Get Sts to interview you with the first two or three
A And what did you buy?
B I bought a skirt. questions.
Finally, get Sts to stand up and move round the class.
d Do this as a whole-class activity. When somebody answers Yes, I have to the present perfect
question, Sts should ask the follow-up questions.
present perfect; past simple
Get some feedback from the class.
e Tell Sts to go to Grammar Bank 4B on p.218.
5 READING  understanding a theory
Grammar notes
a Focus on the instructions. Then read the introduction as a
This use of the present perfect, to talk about past class and elicit some answers.
experiences when we don’t mention a time, is usually
b Do this as a whole-class activity.
quite easy for Sts to understand. However, they may have
problems with the switch to the past simple to talk about Elicit some ideas from the class, but don’t tell them if they
the specific experience / time, as in some Sts’ L1, they may are correct.
be able to continue with the present perfect. c Tell Sts to read the article and check their answer to b. Tell
If this is your Sts’ first exposure to the contrast, don’t them not to worry about the gaps.
expect too much oral accuracy yet. The contrast between Check the answer.
present perfect and past simple for unfinished and EXTRA SUPPORT   Before Sts read the article the first time,
finished actions is also studied in 9C. check whether you need to pre-teach any vocabulary.
Focus on the example sentences and play both audio The second situation because nobody needs to walk more than
e 4.19 and e 4.20 for Sts to listen and repeat. Encourage 250 metres for an ice cream.
them to copy the rhythm. Then go through the rules with
the class. d Now tell Sts to read the article again and complete the
Now focus on the been and gone box and go through it gaps with phrases A–D.
with the class. Get Sts to compare with a partner, and then check answers.
Then focus on the exercises for 4B on p.219. Sts do the 1  B  2  C  3  D  4  A
exercises individually or in pairs.
Check answers, getting Sts to read the full sentences. Deal with any other new vocabulary. Model and drill the
pronunciation of any tricky words.

a 1  Have…bought  2  ’ve…wanted  3  haven’t read   ​ e Do the first question as a whole-class activity. Focus on
4  haven’t been   5  Has… lived   6  ’ve been   ​7  hasn’t flown  ​
the pronunciation of half /hɑːf/ and halves /hɑːvz/.
8  hasn’t met   9  Have…eaten  ​10  has…told
b 1  went  2  was  3  Did…buy  4  got  5  Were  ​ half
6  Have…bought  7  gave
c 1 gone  2  been  3  been  4  gone  5  been Now put Sts in pairs and get them to work out the plural
of the nouns in the list.
Tell Sts to go back to the main lesson 4B. Check answers, making sure Sts know what all the
EXTRA SUPPORT   If you think Sts need more practice, you words mean.
may want to give them the Grammar photocopiable
leaves, lives, knives, shelves, wives
activity at this point.
f Do this as a whole-class activity.
FOR SPEAKERS OF SPANISH   Online Practice Listening:
Shopping

4B 61

4037631 EF4e Pre-Int TG Spain.indb 61 04/12/2018 17:22


4C #greatweekend
G   something, anything, nothing, etc. c Go through 1–6 with the class, making sure Sts
V   adjectives ending -ed and -ing: bored, boring, etc. understand all the lexis, e.g. fake tan.
P   /e/, /əʊ/, and /ʌ/ Get Sts to read the article again and correct the wrong
information.
Get Sts to compare with a partner, and then check answers.
Lesson plan
In this lesson Sts learn how to use something, anything, 1 One in five people sometimes lie about their lives on social
nothing, etc. These words will be familiar to Sts by this media.
2 When people read about what their friends are doing, they
stage, but here their grammar is focused on in detail. The
are jealous of them.
context is the weekend. The lesson begins with Sts reading
3 People invent stories about their weekend because they
an article about the fact that many people on social media want their colleagues or school friends to think they have
invent what they did at the weekend in order to make it exciting lives.
sound more exciting. Then in Vocabulary, Sts focus on the 4 Some people put on fake tan on Sundays so that people at
difference between -ed and -ing adjectives. This is followed work think they’ve had a weekend away in the sun.
by the grammar focus, and then Sts focus on three vowel 5 Young men are the biggest liars.
sounds in order to be able to pronounce the key grammar 6 People’s online lives are different from their real lives.
expressions correctly. Sts then answer questions about their
own weekends, with one of their answers being invented. Deal with any other new vocabulary. Model and drill the
The lesson ends with a video listening about the history and pronunciation of any tricky words.
possible future of the weekend. d Put Sts in pairs and get them to discuss the two questions.
Get some feedback from various pairs.
More materials for speakers of Spanish
For teachers on Oxford Premium 2 VOCABULARY  adjectives ending -ed and -ing
Photocopiables
Grammar  something, anything, nothing, etc. Vocabulary notes
Communicative  The same or different? Several common adjectives in English have two forms
Resources with different meanings, e.g. tired and tiring. The -ed form
Video  The history of the weekend has a passive meaning, and describes a person who
Tests for Escuelas Oficiales de Idiomas feels this way. The -ing form has an active meaning, and
Wordlists and additional teacher resources describes the person or thing that produces the feeling.
For students It is important to highlight that we use -ed adjectives mainly
for people because they refer to feelings, e.g. I’m tired. We
Workbook 4C
use -ing adjectives for things (and sometimes people)
Online Practice 4C which produce the feeling, e.g. Driving at night is tiring.
Plus extra Vocabulary and Pronunciation for speakers of It is also useful to point out that although the majority of
Spanish: -ed and -ing adjectives adjectives that end in -ed also exist ending in -ing, there
Grammar and Vocabulary Pocket Book are some which don’t, e.g. I’m feeling stressed. My job is very
stressful. NOT My job is very stressing.
OPTIONAL LEAD-IN (BOOKS CLOSED)  
Tell Sts that you’re going to describe your last weekend, but a Focus on the two highlighted words in the article and
that one detail will be false, and that they have to guess elicit the answers to the questions. You could tell Sts that
which detail it is. The detail can be as easy or hard to spot as a person can also be boring, e.g. My neighbour is a very
you like. (Sts do this themselves later in the lesson, so don’t boring man.
ask them to do it now.)
1  bored  2  boring

1 READING b e 4.21   Get Sts to read questions 1–6 and circle the
a Books open. Focus on the instructions and make sure correct adjective.
Sts understand the word tweet (= a message sent using Play the audio for Sts to listen and check.
Twitter). Check answers, making sure that Sts understand the
Give Sts time to read the four tweets and then ask them meaning of all the adjectives.
the question as a whole class. !   Be careful with excited / exciting. It is a false friend in some
b Focus on the article and tell Sts to read it first, then read languages.
the tweets again, and answer the questions.
Get Sts to compare with a partner, and elicit some 1 a boring  b  bored
2 a depressed  b  depressing
opinions on which tweets probably aren’t true.
3 a relaxing  b  relaxed
EXTRA SUPPORT   Before Sts read the article the first time, 4 a interesting  b  interested
check whether you need to pre-teach any vocabulary. 5 a excited  b  exciting
6 a frightened  b  frightening
62 4C
4037631 EF4e Pre-Int TG Spain.indb 62 04/12/2018 17:22
e 4.22   Focus on the example sentences and play the
e 4.21 audio for Sts to listen and repeat. Encourage them to copy
1 a Do you think Sundays are usually boring? the rhythm. Then go through the rules with the class.
b Are you bored with your job or studies?
2 a What kind of weather makes you feel depressed?
Now focus on the any, anything, etc. + positive verb
b Do you think the news is always depressing? box and go through it with the class.
3 a What activities do you find relaxing? Then focus on the exercises for 4C on p.219. Sts do the
b Do you usually feel relaxed at the end of the weekend? exercsies individually or in pairs.
4 a Have you read any interesting articles or books recently?
Check answers, getting Sts to read full sentences in a and c.
b What sports are you interested in?
5 a Are you excited about your next holiday? a
b Are you doing anything exciting next weekend? 1   anybody  2  Somebody  3  somewhere  4  nothing  
6 a What were you frightened of when you were a child? 5  anybody  6  somewhere  7  something  8  nobody  
b Do you find storms frightening? 9  Anything  10  nowhere
b
Drill the pronunciation of the adjectives. Remind Sts that
1  Nothing  2  Nowhere  3  Nobody
the -ed is pronounced in the same way as regular past
c
verbs, i.e. /t/, /d/, or /ɪd/.
1  I didn’t do anything.   2  I didn’t go anywhere.  
EXTRA CHALLENGE   You could elicit / teach some more 3  I didn’t see anybody.
-ed / -ing adjectives, e.g. surprised / surprising, disappointed /
disappointing, etc. Tell Sts to go back to the main lesson 4C.
EXTRA SUPPORT   If you think Sts need more practice, you
c Now put Sts in pairs and get them to ask and answer the
questions in b. They should give extra information when may want to give them the Grammar photocopiable
possible. Get some feedback from the class. activity at this point.
FOR SPEAKERS OF SPANISH   Online Practice Vocabulary and FOR SPEAKERS OF SPANISH   Pocket Book Grammar:
Pronunciation: -ed and -ing adjectives something, anything, nothing, etc.

3 GRAMMAR  something, anything, nothing, etc. 4 PRONUNCIATION  /e/, /əʊ/, and /ʌ/
a Focus on the instructions and make sure Sts know what a a Focus on the three sound pictures and elicit the words
hashtag is (= a word or phrase with the symbol # in front and sounds: egg /e/, phone /əʊ/, and up /ʌ/.
of it, included in some messages sent using Twitter so that Focus on sentences 1–6 and the pink letters. Give Sts, in
you can search for all messages with the same subject). pairs, a few minutes to say them out loud to each other
You might want to point out that in tweets, words like and decide which sound they are (a, b, or c). You could do
articles, prepositions, and subjects are often left out. Give the first one as a class.
Sts time to complete the hashtags. Check answers. b e 4.23   Play the audio for Sts to listen and check.
1  badweekend  2  goodweekend  3  badweekend Check answers.

b Focus on the instructions and give Sts a few moments to 1  b  2  c  3  a  4  c  5  a  6  b
complete the rules. Check answers.
1  things  2  places  3  people e 4.23
1 b Nobody knows where he goes.
c Tell Sts to go to Grammar Bank 4C on p.218. 2 c Somebody’s coming to lunch.
3 a I never said anything.
4 c I’ve done nothing since Sunday.
Grammar notes
5 a Don’t tell anybody about the message.
Sts may have problems with the negative form. The typical 6 b There’s nowhere to go except home.
mistakes are:
1 using nobody / nothing / nowhere with a negative verb, Play the audio again, pausing after each sentence for Sts
e.g. I didn’t see nobody. Highlight that you cannot use a to listen and repeat.
‘double negative’ in English. Give Sts time to practise saying the sentences.
2 using anybody / anything / anywhere in one-word Finally, get individual Sts to say them out loud.
answers to convey a negative meaning, e.g. Who did EXTRA SUPPORT   If these sounds are difficult for your Sts,
you see? Anybody. it will help to show them the mouth position. You could
3 using anybody / anything / anywhere as the subject of a model this yourself or use the the Sound Bank videos on
negative verb, e.g. Anybody didn’t invite him. Online Practice.
To talk about people there are two alternative forms: -body
c e 4.24   Tell Sts they are going to hear a question and
and -one, e.g. somebody / someone. They are identical
they must answer it first with a one-word negative answer
in meaning. You could point out that no one is usually
with No-, and then with a full sentence using a negative
written as two words.
verb. Point out the example. You might want to stress that
Something (like some) is also used in questions to make this is a drill, so Sts must always answer in the negative
an offer or request, e.g. Would you like something to drink? and not think about themselves.
Could you ask somebody to help me? To avoid overloading
Sts, it may be best to focus on this rule only if Sts ask.:

4C 63

4037631 EF4e Pre-Int TG Spain.indb 63 04/12/2018 17:22


Play the audio, pausing after each question to give Sts
time to respond. The history of the weekend
Hi, I’m Karen. Welcome to my home town, Manchester.
Manchester is a city in the north west of England.
e 4.24
When you think of Manchester, you probably think of our football
1 What did you buy? (pause) Nothing. I didn’t buy anything.
teams, but there is a lot more to the city.
2 Where did you go? (pause) Nowhere. I didn’t go anywhere.
This is the Manchester Museum of Science and Industry. I’ve come
3 Who did you see? (pause) Nobody. I didn’t see anybody.
here today, because I’m going to find out about the city’s link to
4 What did you eat? (pause) Nothing. I didn’t eat anything.
the British weekend. Like many good ideas, it started right here in
5 Who did you speak to? (pause) Nobody. I didn’t speak to anybody.
Manchester.
6 Where did you walk? (pause) Nowhere. I didn’t walk anywhere.
To us, the weekend is part of our routine and we can’t imagine life
7 Who did you meet? (pause) Nobody. I didn’t meet anybody.
without it. But, there was a time when working people didn’t really
8 What did you say? (pause) Nothing. I didn’t say anything.
get a weekend.
In the nineteenth century, thousands of people left their homes in
Then repeat the activity, eliciting responses from the country to find work in the city. Manchester became the first
individual Sts. industrial city and it was the home of the cotton industry.
Until eighteen forty-three, people worked for six days – from
EXTRA SUPPORT  Write NOTHING, NOBODY, NOWHERE, and
Monday to Saturday – and had a day of rest on Sunday, when they
I DIDN’T…ANY- on the board to give Sts something to focus on went to church. The work – like here in a cotton mill – was hard and
and to help elicit the response. often dangerous. But in the eighteen forties, a group of men began
to ask local factory owners to give people an extra half day off on
Saturday afternoon.
5 SPEAKING One of these men, Robert Lowes, was the great, great grandfather
a Tell Sts to look at all the questions in Did you have a good of the British actor, Sir Ian McKellen. Lowes and his colleagues had
weekend?. They must think about their answers, and they three reasons for this change.
The first reason was commercial. When people worked from Monday
must tell the truth when answering all the questions to Saturday, they had no time to spend their money, because shops
except for one. This ‘lie’ must make their weekend sound were shut on Sunday. The second reason was religious. People were
very exciting. tired from the working week, so they didn’t always go to church on
b MEDIATION ACTIVITY   Now put Sts in pairs and get them Sundays. The last reason was economic. When people had more
time off, they could rest more, be healthier and work harder during
to interview each other. the week.
Monitor and help when necessary. Before Sts swap roles, In eighteen forty-three, Lowes and his colleagues persuaded many
the student asking the questions should try to guess of Manchester’s factory owners to close their factories at two o’clock
the lie. on Saturday. By the eighteen seventies, all workers had the same
one-and-a-half-day weekend.
Get feedback from the class. The extra half day made a big difference to people and to society.
With more free time, people could relax, shop and watch and play
6 r VIDEO LISTENING sports.
In fact, Manchester’s love of football began at this time; in eighteen
a Tell Sts they are going to watch a documentary The history seventy-eight Newton Heath football club began and two years
of the weekend. later St Mark’s Football club was formed. Newton Heath became
Give Sts time to read questions 1–10, making sure they Manchester United. And St Mark’s became Manchester City.
The British weekend has continued to change and, by the nineteen
understand all the lexis. sixties, we had a two-day weekend.
Tell Sts they will watch twice. The first time they just need Today we enjoy a very different weekend to our ancestors. We
to mark each sentence T (true) or F (false). now watch and play sports. We go to the cinema. We eat out in
restaurants. Or we go to shopping centres like this one – the Arndale
Now play the video once the whole way through. Centre – because in the nineteen nineties the law changed and
Get Sts to compare with a partner, and then play the shops started to open on Sundays.
video again for Sts to correct the false sentences. But all these changes haven’t been good for everyone. Some people,
shop assistants for example, have to work at the weekend and are
Check answers. not paid any extra.
EXTRA SUPPORT   Read through the script and decide if you Maybe our working week is going to change again to improve our
need to pre-teach any new lexis before Sts watch. quality of life. One suggestion is that we make the working week
four days and increase the weekend to three days. In theory, this
would be better for the economy, because more people would have
1 T
a job, and we would also spend more time with our families.
2 T Seventy-one percent of British workers think Britain would be a
3 F (They asked factory owners for half of Saturday off.) happier place with a three-day weekend.
4 T Until that happens, have a good weekend – a two-day weekend!
5 F (They closed their factories at 2 o’clock on Saturdays)
6 T EXTRA SUPPORT   If there’s time, you could get Sts to watch
7 F (St Mark’s football club became Manchester City.) again with subtitles, so they can see exactly what they
8 F (By the 1960s most people had a two-day weekend.) understood / didn’t understand. Translate / Explain any new
9 T words or phrases.
10 F (Most British workers think a three-day weekend b Put Sts in pairs or small groups and get them to discuss
would make people happier.) the questions. Make sure they understand what a ‘four-day
week’ is. Monitor and help if necessary.
Get some feedback. You could tell the class what you
think of the idea of a ‘four-day week’.
EXTRA IDEA   Do the last question as a whole-class activity.

64 4C
4037631 EF4e Pre-Int TG Spain.indb 64 04/12/2018 17:22
3&4 Revise and Check
For instructions on how to use these pages, see p.40. r CAN YOU understand these people?
More materials for speakers of Spanish 1  b  2  c  3  c  4  a  5  c
For teachers on Oxford Premium
Resources e 4.25
Video  Can you understand these people? 3&4 1
Quick Test 4 I = interviewer, S = Sean
File 4 Test I When was the last time you were at an airport?
S Um, about a month ago.
Tests for Escuelas Oficiales de Idiomas I Were you going somewhere or meeting someone?
Wordlists and additional teacher resources S I was meeting, um, my mother, who was, er, she arrived at
For students midnight, coming back from Tenerife.
2
Online Practice  Check your progress
I = interviewer, Su = Susie
I Do you have any plans for tonight?
Su Er, yes, I do have plans for tonight. I’m going to a party with some
GRAMMAR friends.
1  b  2  c  3  a  4  b  5  c  6  a  7  b  8  a  9  a  10  c   3
11  a  12  c  13  b  14  b  15  b I = interviewer, C = Caroline
I What housework do you hate doing?
C I hate cleaning the bathroom, that’s my least favourite job around
the house.
VOCABULARY I Is there anything you don’t mind doing?
a C I don’t mind cleaning the kitchen, because there’s usually a lot of
food to eat.
1  in  2  for  3  for  4  on  5  for
4
b
I = interviewer, A = Albert
1  do  2  make  3  do  4  do    5  make I Have you ever bought something online and had a problem?
c A I, I bought clothes online that didn’t fit, but that’s about it.
1  lay  2  washing  3  try on   4  receipt  5  fit  6  Gate  5
7  trolley  8  check-in  9  Terminal  10  lifts I = interviewer, M = Mick
d I How organized are you?
1  boring  2  relaxed  3  exciting  4  depressed  5  interested M Er, not very. Um, I tend to be fairly disorganized, but still get
things done.
I Have you ever missed a train or a flight?
PRONUNCIATION M Yes, yes. I was flying to Poland and didn’t wake up in the morning,
and got to the gate as the flight was leaving.
c
1  trolley /ɒ/  2  guide /ɡ/  3  who /h/  
4  clothes /əʊ/  5  chain /eɪ/
d
1  departures  2  arrive  3  opposite  4  somebody
5  exciting

CAN YOU understand this text?


a
seven ways
b
1 Every three months  
2 It’s a combination of video and blog.  
3 A noun  
4 Italian  
5 To describe new technology  
6 Newspaper

Revise and Check 65

4037631 EF4e Pre-Int TG Spain.indb 65 04/12/2018 17:22


5A IWelcome
1A want it NOW!
to the class
G comparative adjectives and adverbs, as…as Put Sts in pairs and get them to ask and answer
V types of numbers the questions.
P /ə/ Get some feedback from various pairs.
EXTRA SUPPORT   Get Sts to interview you first, so you can

Lesson plan model how you want them to answer.


In this lesson Sts revise comparative adjectives, and learn b Tell Sts to go to Communication How fast is your life?
to use comparative adverbs and the structure (not) as…as on p.195.
to compare things. The context is some new information Sts calculate their partner’s score and then tell him / her
based on recent research which shows how fast the pace what it is.
of life has become in recent years. Sts start by answering Sts then read the meaning of their own result. While
a questionnaire about how fast their life is and then read they read, go round monitoring and helping with any
an article and infographic about the effect on us of the vocabulary problems, e.g. in the slow lane, pace of life,
increase in the pace of life. This is followed by Vocabulary, rushing, etc.
which focuses on types of numbers, such as fractions, dates, When Sts have read their result, they tell their partner if
percentages, etc., which Sts have just seen in the infographic. they agree with it.
The grammar is then presented and practised, and there is a Get some feedback from various pairs.
pronunciation focus on the /ə/ sound in unstressed syllables
Finally, with a show of hands, find out how many people
and words. Sts then listen to five people talking about one
belong to each category (slow, medium, and fast).
aspect of their lives that has changed over the last three
years as they either spend more or less time on it. Sts then Tell Sts to go back to the main lesson 5A.
answer the same questions about their own lives. c Focus on the article and the task. Give Sts time to read the
article, including all the information in the infographic,
More materials for speakers of Spanish and answer the question.
For teachers on Oxford Premium Get Sts to compare with a partner, and then check
Photocopiables the answer.
Grammar  comparative adjectives and adverbs, as…as
technology / the internet
Communicative  Which do you prefer? Why?
Resources EXTRA SUPPORT   Before Sts read the article the first time,
Tests for Escuelas Oficiales de Idiomas check whether you need to pre-teach any vocabulary.
Wordlists and additional teacher resources
d Focus on the instructions and stress that Sts have exactly
For students two minutes to complete the task.
Workbook 5A When the two minutes are up, get Sts to compare with a
Online Practice 5A partner, and then check answers.
Plus extra Vocabulary for speakers of Spanish: adjectives
1 Impatient
Grammar and Vocabulary Pocket Book 2 Mobile phone apps like Tinder
3 10%
OPTIONAL LEAD-IN (BOOKS CLOSED)   4 More than 125 million
Write on the board: 5 Three out of five
WORKING / STUDYING  EATING  SLEEPING  RELAXING 6 A ‘like’
7 Six minutes
In pairs, Sts say how long they spend doing these things in
8 Waiting for a replacement credit card
a typical day.
Get feedback and ask Sts if they think they have enough Deal with any new vocabulary. Model and drill the
free time. pronunciation of any tricky words.
e Give Sts time to find six technology words in the article.
1 READING & SPEAKING  scanning for data Tell them there are more than six possible answers.
(facts and numbers) Check answers.
a Books open. Focus on the questionnaire and make sure
Possible answers
Sts understand the title. Then go through the questions.
broadband, searches, downloads, apps, Google, web page, site,
Check that Sts understand get impatient, feel frustrated, a ‘like’, posting
and get irritable.
Focus on the task. Tell Sts to answer with Yes, often / EXTRA CHALLENGE   Ask Sts if they know any more words on
sometimes, or No, never, and then explain why, or give the topic of technology, e.g. USB, a mouse, a laptop, etc.
examples if they can. They should also make a note of
Deal with any other new vocabulary. Model and drill the
their partner’s answers, as they will need them later.
pronunciation of any tricky words.

66 5A
4037631 EF4e Pre-Int TG Spain.indb 66 04/12/2018 17:22
f Focus on the three questions and make sure Sts understand EXTRA IDEA   As an alternative to just getting Sts to say the
all the lexis, e.g. statistics, time-wasting, and annoy. numbers in c, copy the following on the board and ask Sts to
Put Sts in pairs and give them time to ask and answer identify a typical mistake in each one:
the questions. 1 A HUNDRED EIGHTY-FOUR (184)
2 THREE THOUSAND TWENTY-FIVE (3,025)
You might want to remind Sts to use fewer with countable
3 TWO THOUSAND AND FIVE HUNDRED (2,500)
nouns and less, with uncountable nouns e.g. fewer people,
4 THE TWENTY-FIVE OF MAY (25TH MAY)
less time, etc.
5 SIX MILLIONS DOLLARS ($6,000,000)
Get feedback from various pairs. You could have a class
6 SEVENTY-FIVE POR CENT (75%)
discussion for question 3.
7 TWO THIRD (32)
8 NINE DOT TWO (9.2)
2 VOCABULARY  types of numbers
EXTRA SUPPORT   If you think your Sts need more practice,
Vocabulary notes write some more numbers and dates on the board for
You might want to highlight that: them to say.
• we can use the article a or the number one when e e 5.3   Tell Sts they are going to hear six conversations in
saying numbers, e.g. one hundred / a hundred which some numbers are mentioned. They need to write
• the same is true with fractions, e.g. you can say a third the numbers only. Point out that the first one (213) has
or one third. All fractions are expressed with ordinal been done for them.
numbers, except a half and a quarter (not a second or Play the audio the whole way through for Sts just to listen.
a fourth)
Now play it again, pausing after each conversation to give
• we don’t add an -s to hundred, thousand, or million Sts time to write their answers.
• with decimals, e.g. 3.14, we use point, not dot (unlike Get Sts to compare with a partner, and then play the
with email addresses) audio again if necessary.
a Focus on the instructions and elicit / explain what an Check answers.
infographic is (= information or data that is shown in a 1
chart, diagram, etc. so that it is easy to understand). 2 20th   3 120,000  4 $795,000  5  3   6 60–70%
Put Sts in pairs and get them to tell each other the green
numbers in the top row only. e 5.3
b e 5.1  Tell Sts they will now hear the whole sentence, 1 A What’s your address?
not just the numbers. Play the audio for Sts to listen B Two hundred and thirteen Station Road.
2 A When’s your birthday?
and check. B The twentieth of June.
Check answers by eliciting the numbers. 3 A So how many people live here?
B About a hundred and twenty thousand, I think.
1 a hundred and twenty-five million 4 A How much did the house cost?
2 fifty per cent B A lot. Seven hundred and ninety-five thousand.
3 a third A Is that in pounds or dollars?
B Dollars.
5 A How much of your salary do you spend on rent?
e 5.1 B Er, at least a third, I think.
More than a hundred and twenty-five million Google searches are
6 A What percentage of your day do you spend working
made every hour.
or studying?
Fifty per cent of users leave a web page that doesn’t load in ten B I’m not sure. Between sixty and seventy per cent, maybe?
seconds. Three out of five people don’t return to that site.
A third of British people expect a ‘like’ on a Facebook picture in less
than a minute after posting it.
f Focus on the Saying approximate numbers box and go
through it with the class.
c Focus on the numbers and dates, and get Sts, in pairs, to Now put Sts in pairs and get them to answer
decide how they think you say them. questions 1–5.
d e 5.2   Play the audio for Sts to listen and check. Monitor and help if necessary.
Check answers, making sure Sts also know how to say Get some feedback from various pairs.
$ (dollar), % (per cent), and . (point). FOR SPEAKERS OF SPANISH   Online Practice Vocabulary:
adjectives
e 5.2
a hundred and eighty-four
three thousand and twenty-five
two thousand five hundred
the twenty-fifth of May
six million dollars
seventy-five per cent
two thirds
nine point two

5A 67

4037631 EF4e Pre-Int TG Spain.indb 67 04/12/2018 17:22


3 GRAMMAR & PRONUNCIATION  b
comparative adjectives and adverbs, as…as; /ə/ 1 Jerry isn’t as short as Adam.
a Tell Sts to look at the highlighted words in the sentences 2 My bag isn’t as nice as yours.
and decide if they are adjectives or adverbs. 3 London isn’t as big as Tokyo.
4 Cricket isn’t as popular as tennis.
Check answers.
5 Adults don’t learn languages as fast as children.
1  busy, stressed = adjectives   2  quickly = adverb   6 You don’t work as hard as me.
3  fast = adjective   4  fast = adverb, impatient = adjective   7 France didn’t play as well as England.
5  bad = adjective   6  well = adverb
Tell Sts to go back to the main lesson 5A.
b Focus on the instructions. Give Sts a few minutes to read EXTRA SUPPORT   If you think Sts need more practice, you
sentences 1–6 and circle the correct forms. may want to give them the Grammar photocopiable
Get Sts to compare with a partner, and then check answers. activity at this point.

1  faster  2  worse  3  busier   4 more stressed   5  more Pronunciation notes


quickly  6  as patient as
At this level it is important to focus on the weak forms of
c Tell Sts to go to Grammar Bank 5A on p.220. as and than more for comprehension than production.
However, if you encourage Sts to get the stress correct
Grammar notes both in words and sentences, then this will help them
Although A2/B1 Sts will usually have studied comparative to produce the /ə/ sound in these words.
adjectives before, they will probably need reminding of With the -er ending, this is such a common feature
the rules, especially for one-syllable adjectives and two- of English that it is really worth making an effort to
syllable adjectives ending in -y. Typical mistakes are: more correct Sts and to encourage them to pronounce it as
big, more easy, etc. the /ə/ sound.
Point out that the rules for adverbs are very similar. The
only difference is that whereas two-syllable adjectives d e 5.6   Focus on the task.
ending in y make the comparative with -ier, e.g. heavy Play the audio the whole way though for Sts to listen and
– heavier, two-syllable adverbs ending in y form the read the sentences in b.
comparative with more, e.g. more slowly NOT slowlier. Check answers. Remind Sts that it is the most common
The structure as…as is more common in the negative, but sound in English.
can also be used in the affirmative, e.g. She’s as tall as I am. Both a schwa /ə/
It is also very common with much and many, e.g. I don’t
eat as much as you.
You may also want to teach the same as…, e.g. Your book is e 5.6
See sentences in Student’s Book on p.69
the same as mine.

Focus on the example sentences and play both audio e Now play the audio again, pausing after each sentence for
e 5.4 and e 5.5 for Sts to listen and repeat. Encourage Sts to repeat and copy the rhythm.
them to copy the rhythm. Then go through the rules with Then repeat the activity, eliciting responses from
the class. individual Sts.
Now focus on the Comparatives with pronouns box and EXTRA SUPPORT   If this sound is difficult for your Sts, it will
go through it with the class. help to show them the mouth position. You could model
Then focus on the exercises for 5A on p.221. Sts do the this yourself or use the the Sound Bank videos on
exercises individually or in pairs. Online Practice.
Check answers, getting Sts to read the full sentences. FOR SPEAKERS OF SPANISH   Pocket Book Grammar:
a comparative adjectives and adverbs, as…as
1 Modern computers are much faster than the early ones.
2 My sister is shorter than me.
3 This exercise is easier than the last one.
4 Newcastle is further from London than Leeds.
5 I thought the third Bridget Jones film was worse than the
first two.
6 Manchester United played better than Arsenal.
7 I'm more stressed this year than I was last year.
8 I'm working harder this year than last year.
9 The new airport is bigger than the old one.
10 I’m not lazy – I just work more slowly than you!

68 5A
4037631 EF4e Pre-Int TG Spain.indb 68 04/12/2018 17:22
4 LISTENING & SPEAKING
e 5.8
a e 5.7   Focus on the instructions and tell Sts to look at
(script in Student’s Book on p.207)
the title, question 1, and the ten activities. Make sure 1 I spend much less time shopping – that is, going to real shops –
Sts understand that each speaker is speaking about a than in the past, because now I get so much online. I buy most of
different activity. Tell Sts that they won’t hear the question, my food online – everything except fresh things like meat or fruit
and when the speaker names the activity, they will hear a and vegetables. Er, I get books from Amazon. I buy a lot of clothes
online. And it’s so quick. You don’t have to go there; you don’t
beep (see script 5. 7).
spend as long looking for what you want. It’s just much, much
Play the audio, pausing after each speaker to give Sts time quicker. I definitely prefer it.
to number the question the speaker answered. 2 One of the things that has changed for me is getting to work.
Get Sts to compare with a partner, and then play again It takes me much longer now because I cycle. A few years ago,
I drove – I took the car – but then I decided to cycle, not always
if necessary. because I enjoy it, but because I know it’s healthier. It takes
EXTRA SUPPORT   Read through the script and decide if you me about half an hour to get to work now. Actually, when the
need to pre-teach any new lexis before Sts listen. weather’s good, I really enjoy it, but when it’s raining or just cold
and horrible, I get up and I think oh no!
3 I definitely spend a lot more time cooking now than I did before,
e 5.7 I think because, er, about a year ago, I started living with my
1 I spend much less time (beep) – that is, going to real shops – than boyfriend. When I lived alone, in the evening I was tired and I just
in the past, because now I get so much online. I buy most of my got a takeaway, or made something really quickly, or just had
food online – everything except fresh things like meat or fruit some bread and cheese or whatever was in the fridge – whatever
and vegetables. Er, I get books from Amazon. I buy a lot of clothes was easier. But when you have someone else in the house, you
online. And it’s so quick. You don’t have to go there; you don’t feel more like cooking. And also my boyfriend’s a vegetarian, so
spend as long looking for what you want. It’s just much, much it’s a bit more complicated to do something very quick. So before,
quicker. I definitely prefer it. I spent about twenty minutes a day, and now I spend about an
2 One of the things that has changed for me is (beep). It takes me hour. But I’m quite happy with that – I enjoy it.
much longer now because I cycle. A few years ago, I drove – I took 4 I probably spend about the same amount of time working as I did
the car – but then I decided to cycle, not always because I enjoy it, three years ago. I’m a freelance writer now, and three years ago
but because I know it’s healthier. It takes me about half an hour to I had an office job, so I was doing, you know, thirty-five hours a
get to work now. Actually, when the weather’s good I really enjoy week. Now, some weeks I probably work about fifty hours, and
it, but when it’s raining or just cold and horrible, I get up and I others twenty hours, but on average, I think it’s about the same.
think oh no! 5 I definitely spend less time seeing friends, because two years ago
3 I definitely spend a lot more time (beep) now than I did before, we moved to the country from the city – and most of our friends
I think because, er, about a year ago, I started living with my are in the city and they’re quite a long way away from us now.
boyfriend. When I lived alone, in the evening I was tired and I just Sometimes they come and spend the weekend with us, or we go
got a takeaway, or made something really quickly, or just had and spend the weekend with them, but on average, I definitely
some bread and cheese or whatever was in the fridge – whatever spend less time with them.
was easier. But when you have someone else in the house, you
feel more like cooking. And also my boyfriend’s a vegetarian, so
it’s a bit more complicated to do something very quick. So before, Give Sts time to answer questions A–E. If necessary, play
I spent about twenty minutes a day, and now I spend about an the audio again.
hour. But I’m quite happy with that – I enjoy it. Check answers.
4 I probably spend about the same amount of time (beep) as I did
three years ago. I’m a freelance writer now, and three years ago a  Speaker 4   b  Speaker 1   c  Speaker 5  
I had an office job, so I was doing, you know, thirty-five hours a d  Speaker 2   e  Speaker 3
week. Now, some weeks I probably work about fifty hours, and
others twenty hours, but on average, I think it’s about the same. EXTRA SUPPORT   If there’s time, you could get Sts to listen
5 I definitely spend less time (beep), because two years ago we again with the script on p.207, so they can see exactly what
moved to the country from the city – and most of our friends
are in the city and they’re quite a long way away from us now.
they understood / didn’t understand. Translate / Explain any
Sometimes they come and spend the weekend with us, or we go new words or phrases.
and spend the weekend with them, but on average, I definitely
c MEDIATION ACTIVITY   Focus on the task and the example.
spend less time with them.
Put Sts in small groups and give them time to discuss the
b e 5.8   Elicit answers, but don’t tell Sts if they are correct three questions in a.
yet or not. When Sts have finished discussing all three questions,
Now play the audio (where the speakers now name the they should decide whose life has changed the most.
activities) for Sts to listen and check. Get some feedback from each group.
Check answers.
1  shopping  2  getting to work   3  cooking  4  working
5  seeing friends

5A 69

4037631 EF4e Pre-Int TG Spain.indb 69 04/12/2018 17:22


5B Twelve lost wallets
G superlatives (+ ever + present perfect)
You may want to explain the difference between crowded
V describing a town or city and full (crowded = full of people), and polluted and dirty
P sentence stress (polluted = dirty because of contamination).

a Books open. Focus on the task and give Sts time to think
Lesson plan about their answers.
In this lesson Sts move from comparatives to superlatives. Put Sts in pairs and get them to compare their answers. If
Sts who did not use English File A1/A2 may not have studied your Sts live in the same town or city, do this as a whole-
superlatives before, in which case you will probably need class activity.
to spend more time on them. The context is a TripAdvisor If Sts worked in pairs, get some feedback.
survey of cities around the world, and an experiment carried
b Tell Sts to go to Vocabulary Bank Describing a town or
out by the Reader’s Digest to find out how honest 16 cities
city on p.242.
around the world were. The present perfect is also recycled
in expressions like the most beautiful place I’ve ever been to. Focus on 1 Where is it? How big is it? In a, tell Sts they
are going to read about a city called York. They might
The lesson begins with a vocabulary focus on language used
remember Anya talking about it in Lesson 2B. Get Sts to
to describe a city. Then the grammar presentation through
circle the correct words or phrases.
the TripAdvisor survey is followed by a listening on the most
honest cities in the world. In Pronunciation and Speaking, Sts e 5.9   Now do b. Play the audio for Sts to listen and check.
look at sentence stress in superlative questions and then ask Check answers.
and answer some superlative questions. Finally, the lesson
ends with Sts writing a description of where they live. e 5.9
Describing a town or city 1 Where is it? How big is it?
More materials for speakers of Spanish York is a city in the north of England, on the River Ouse. It’s about
twenty-five miles east of Leeds. It’s a medium-sized city and it has
For teachers on Oxford Premium a population of about two hundred thousand. It’s famous for its
Photocopiables cathedral, York Minster, and its historic city centre.
Grammar  superlatives (+ ever + present perfect)
Vocabulary  Describing a town or city Now do 2 What’s it like?. Remind Sts what the question
Communicative  Superlative questions means and then focus on a, where Sts match the
Resources adjectives and sentences.
Tests for Escuelas Oficiales de Idiomas EXTRA SUPPORT   Check Sts’ answers to a before they match
Wordlists and additional teacher resources the opposites in b.
For students
3  crowded  6  dangerous  4  modern  1  noisy  2  polluted  
Workbook 5B
Online Practice  5B Now do b and get Sts to match the adjectives in the list to
Plus extra Pronunciation and Listening for speakers of their opposites in a.
Spanish: consonant clusters; My city e 5.10   Then do c. Play the audio for Sts to listen and
Grammar and Vocabulary Pocket Book check answers to a and b.
Check answers.
OPTIONAL LEAD-IN (BOOKS CLOSED)  
Ask Sts What are the biggest cities in your country? and write e 5.10
them on the board. 2 What’s it like?
5 boring, exciting, interesting
Then get Sts to ask each other in pairs Have you been to ___? 3 crowded, empty
When did you go there? Did you like it? Why (not)? 6 dangerous, safe
4 modern, historic
1 VOCABULARY  describing a town or city 1
2
noisy, quiet
polluted, clean
Vocabulary notes
Now either use the audio to drill the pronunciation of the
Sts are sometimes confused about whether to describe
adjectives, or model and drill them yourself. Give further
the place where they live as a village, a town, or a city. A
practice of any words your Sts find difficult to pronounce.
city is a large town (in the UK, historically, anywhere with a
cathedral is a city); a town is medium-sized; and a village is Finally, do d and get Sts to cover the words and look at
a very small town located in a country area. sentences 1–6. They can test themselves or each other.
Sts often use the word monument to describe any historic Now do 3 What is there to see? and tell Sts to look at the
building. You may want to point out that a monument is photos, and ask them what they can see.
only a building, statue, or column built to remind people Tell Sts to do a individually or in pairs. Point out that each
of a famous person or event. column already has one answer in it.

70 5B
4037631 EF4e Pre-Int TG Spain.indb 70 04/12/2018 17:22
e 5.11   Then do b. Play the audio for Sts to listen 1 Add -est
and check. 2 Change the y to i and add -est
Check answers. 3 Put more before the adjective
4 best
e 5.11
3 What is there to see? e Tell Sts to go to Grammar Bank 5B on p.220.
Religious buildings: cathedral, church, mosque, synagogue, temple
Places where you can buy things: department store, market, Grammar notes
shopping centre Remind Sts that the rules for making superlatives are
Historic buildings and monuments: castle, city walls, museum, similar to comparatives, but adding -est instead of -er,
palace, ruins, statue, town hall, ruins
Others: bridge, canal, harbour, hill, lake
or using most instead of more. Remind them to use the
before superlatives.
Now either use the audio to drill the pronunciation of Sts sometimes use comparatives where they should use
the words, or model and drill them yourself. Give further superlatives. A typical mistake is: the more expensive city in
practice of any words your Sts find difficult to pronounce. Europe, etc.
EXTRA CHALLENGE   Elicit more words for each column, e.g. Highlight that Sts must always think if they are comparing
synagogue, (clock) tower, etc. two things (comparative), or more than two (superlative)
when deciding which form to use, e.g. The most beautiful
Finally, get Sts to do Activation in pairs. city I’ve ever been to.
Then get some feedback from individual Sts. Some languages use never (not ever) in this structure.
Tell Sts to go back to the main lesson 5B. A typical mistake is: The most beautiful city I’ve never
EXTRA SUPPORT   If you think Sts need more practice, you been to.
may want to give them the Vocabulary photocopiable Adverbs can also be used in the superlative, e.g. He drives
activity at this point. the fastest.

e 5.12   Focus on the example sentences and play the


2 GRAMMAR  superlatives (+ ever + present perfect) audio for Sts to listen and repeat. Encourage them to copy
a Do this as a whole-class activity. the rhythm. Then go through the rules with the class.
Stockholm is in Sweden.   Rome is in Italy.   New York is in the Now focus on the exercises for 5B on p.221. Sts do the
USA.   Dubrovnik is in Croatia.   Vienna is in Austria.   Budapest exercises individually or in pairs.
is in Hungary.   Tokyo is in Japan. Check answers, getting Sts to read the full sentences.
Then ask Sts what they know about each city and if a
anyone has been there. You could then tell Sts what 1 The Polish are the most generous people I've ever met.
you know about these places, and if you’ve been to any 2 Yesterday was the hottest day of the year.
of them. 3 Early morning is the worst time to drive in the city centre.
4 She's the friendliest girl at school.
b Focus on the text and the instructions, and make sure Sts 5 This is the most important part of the exam.
understand the situation. 6 The best time to visit New England is autumn.
Before Sts read the text, ask them if they know the website 7 Delhi in India is one of the most polluted cities in the world.
TripAdvisor, and if so, what they think of it. 8 The furthest (or The farthest) I've ever flown is to Bali.
Read the text with the class and go through the seven 9 It was the funniest film I've ever seen.
10 Rob's daughters are all pretty, but I think Emily is
different categories.
the prettiest.
Put Sts in pairs and get them to guess which city was the b
winner in each category. Tell them the photos will help 1 It’s the windiest place I’ve ever been to.
them answer. 2 She’s the most unfriendly person I’ve ever met.
Elicit opinions and then tell Sts the answers. If your Sts 3 It’s the easiest exam we’ve ever done.
have been to any of these cities, ask them if they agree 4 They’re the most expensive trousers I’ve ever bought.
with the survey. You could ask if they found any of the 5 This is the longest book I’ve ever read.
answers surprising. 6 He’s the most attractive man I’ve ever seen.
7 It’s the worst meal I’ve ever eaten.
1  Tokyo  2  Vienna  3  Budapest  4  Dubrovnik   8 He’s the most interesting teacher we’ve ever had.
5  New York City   6  Stockholm  7  Rome 9 It’s the most exciting job I’ve ever done.

c Tell Sts to look at the categories in b and think about their Tell Sts to go back to the main lesson 5B.
city. Would it do well in any of the categories? EXTRA SUPPORT   If you think Sts need more practice, you
Get some feedback from the class, and tell them what may want to give them the Grammar photocopiable
you think. activity at this point.
d Focus on the instructions and get Sts to work out
FOR SPEAKERS OF SPANISH   Pocket Book Grammar:
the rules.
superlatives (+ ever + present perfect)
Get Sts to compare with a partner, and then check answers.

5B 71

4037631 EF4e Pre-Int TG Spain.indb 71 04/12/2018 17:22


3 LISTENING  understanding ranking
e 5.13
a Focus on the title of the article and make sure Sts know
(script in Student’s Book on pp.207–208)
the meaning of honest (= always telling the truth, and I = interviewer, O= Oliver
never stealing or cheating). I Today, we’re talking about a very interesting experiment to
Now focus on the task and give Sts time to read about the find the most and least honest cities in the world. It involved
experiment. journalists travelling to sixteen cities and ‘losing’ twelve wallets in
each city, then waiting to see how many people returned them
When Sts have finished reading, get them to cover the in each place. Our presenter, Oliver, has got the results. So, Oliver,
text or close their books. Elicit from the class how the which was the most honest city?
experiment worked. O Well, in first place was Helsinki, in Finland. People returned eleven
of the twelve wallets. A businessman who found the wallet in the
EXTRA SUPPORT   Get Sts to explain how the experiment city centre said that Finnish people were naturally honest. He said
worked in pairs, and then get feedback. there was very little corruption in Finland, and that people didn’t
even drive through red traffic lights!
b Focus on the task. You might first want to get Sts to name I Really? And the least honest?
the countries where all these cities are (Amsterdam is O Well, I was quite surprised by this, but the least honest city, in
in the Netherlands, Berlin is in Germany, Budapest is in sixteenth place, was Lisbon, in Portugal. Only one person phoned
Hungary, Bucharest is in Romania, Helsinki is in Finland, to say they’d found the wallet. And he wasn’t Portuguese: he was
a sixty-year-old tourist from Holland.
Lisbon is in Portugal, Ljubljana is in Slovenia, London is in
I Interesting! What other results surprised you?
England, Madrid is in Spain, Moscow is in Russia, Mumbai O Well, I expected richer cities – cities with a higher standard of
is in India, New York is in the USA, Prague is in the Czech living – to be more honest than poorer ones, but this wasn’t
Republic, Rio de Janeiro is in Brazil, Warsaw is in Poland, necessarily true. The city that came second in the experiment was
and Zurich is in Switzerland). Mumbai, in India – people returned nine out of the twelve wallets.
One of them was a young mother. She took it to a post office and
Put Sts in pairs and give them time to discuss their choices. she said, ‘I teach my children to be honest, just like my parents
c e 5.13   Before playing the audio, focus on the Ranking taught me.’
things in order box and go through it with the class. I And which city came next?
O In joint third place were New York and Budapest. People gave
Now tell Sts they are going to listen to a reporter talking back eight wallets in both places.
about the results of the experiment. They must listen and I And then?
rank nine of the cities in b in the correct order. O Moscow and Amsterdam came joint fifth. In both places, seven
out of twelve wallets were returned. And people gave lovely
Play the audio the whole way through for Sts just to listen.
reasons for returning them. In Moscow, a woman said, ‘I think that
Now play it again and get Sts to complete the task. people need to help each other, and if I can make someone a little
Check answers. happier, I want to do it.’ And in Amsterdam, a man said ‘My wife
once lost her wallet. It was found and returned. So I wanted to do
EXTRA SUPPORT   Tell Sts that the first time they listen, they the same.’
should just tick the nine cities that are mentioned. I I notice my home city, London, is on the list. How did it do?
O London was somewhere in the middle: joint ninth with Warsaw.
EXTRA SUPPORT   Read through the script and decide if you Just five of the wallets were returned in each place. Interestingly,
need to pre-teach any new lexis before Sts listen. one of the people who returned a wallet in London was a Polish
woman. When she found the wallet, she gave it to her boss.
1  Helsinki  2  Mumbai  3  Budapest, New York   He – her boss – said to her, ‘If you find money, you can’t be sure it
belongs to a rich man – it might be the last bit of money a mother
5  Moscow, Amsterdam   9  London, Warsaw   16  Lisbon
has to feed her family.’
I I think that’s fantastic advice. So were there any general
conclusions? What did the experiment prove?
O Forty-seven per cent of the wallets were returned, so that’s nearly
half. And when we looked through the results, we found that
you couldn’t predict who was going to be honest or dishonest.
There was no common factor. Young people and old people both
kept or returned wallets; men and women both kept or returned
wallets; and as I said before, it didn’t make any difference whether
a city was rich or poor. So our conclusion was that there are
honest and dishonest people everywhere.

d Tell Sts they are going to listen to the interview again, but
this time they need to answer questions 1 and 2. Point out
situations a–e in question 1.
Play the audio again.
Get Sts to compare with a partner, and then play it again
if necessary.
Check answers. You could ask Sts if they found anything
surprising.
1 a Amsterdam  b Helsinki  c Moscow  d Mumbai  
e London
2 47%; No, there was no common factor.

72 5B
4037631 EF4e Pre-Int TG Spain.indb 72 04/12/2018 17:22
EXTRA SUPPORT   If there’s time, you could get Sts to listen EXTRA SUPPORT   Write the questions on the board. Play the
again with the script on pp.207–208, so they can see exactly audio, pausing after each question, and elicit which words
what they understood / didn’t understand. Translate / are stressed.
explain any new words or phrases.
1 What’s the most beautiful city you’ve ever been to?
e If your Sts are all from the same town or city, do this as a 2 What’s the most relaxing holiday you’ve ever had?
whole-class activity and elicit opinions. 3 What’s the most frightening film you’ve ever seen?
If they are from different places, get them to answer in 4 What’s the most exciting sporting event you’ve ever watched?
pairs, and then get some feedback. 5 What’s the most expensive thing you’ve ever bought?
6 Who’s the most generous person you’ve ever met?
FOR SPEAKERS OF SPANISH   Online Practice Listening: 7 What’s the most dangerous sport you’ve ever done?
My city 8 What’s the most difficult subject you’ve ever studied?

4 PRONUNCIATION & SPEAKING  c MEDIATION ACTIVITY   Focus on the instructions and


sentence stress speech bubbles. Do 1 yourself with Sts as an example,
and elicit follow-up questions. Put Sts in pairs, A and B.
Pronunciation notes Tell A to answer 1 with a full sentence, and B to ask extra
Remind Sts that information words are the ones which questions. Then they swap roles before moving on to 2.
are usually stressed in a sentence. These are the words Get some feedback from the class.
which you hear more clearly when somebody speaks to FOR SPEAKERS OF SPANISH   Online Practice Pronunciation:
you. The unstressed words are heard much less clearly, or
consonant clusters
sometimes hardly at all.
You may want to tell Sts that when native speakers use
superlatives with most, they often link the two words 5 WRITING  describing where you live
together and don’t pronounce the final t in most. Tell Sts to go to Writing Describing where you live
on p.202.
a e 5.14   Focus on the task and give Sts time to look at a Tell Sts to read the description and complete the gaps
questions 1–8. Point out that the first one (most beautiful) with the words in the list. Point out that the first one (city)
has been done for them. has been done for them.
Play the audio for Sts to listen and complete the gaps. Check answers.
Check answers.
2  population   3 area  4  historic  5  modern  6  weather  
2  most relaxing   3  most frightening   4  most exciting   7  food  8  nature  9  rivers
5  most expensive   6  most generous   7  most dangerous  
8  most difficult b Now tell Sts to match the questions to paragraphs 1–5.
Check answers.
e 5.14 1 Where do you live? Where is it? How big is it?
1 What’s the most beautiful city you’ve ever been to? 2 What’s your town like? What is there to see there?
2 What’s the most relaxing holiday you’ve ever had? 3 What’s the weather like?
3 What’s the most frightening film you’ve ever seen? 4 What’s it famous for?
4 What’s the most exciting sporting event you’ve ever watched?
5 What’s the best thing about it? Do you like living there?
5 What’s the most expensive thing you’ve ever bought?
6 Who’s the most generous person you’ve ever met?
7 What’s the most dangerous sport you’ve ever done?
c Tell Sts they are now going to plan a description of where
8 What’s the most difficult subject you’ve ever studied? they live. They should look at the questions in b and make
notes of their answers.
EXTRA CHALLENGE   Get Sts to guess what the missing d You may like to get Sts to do the writing in class or you
superlatives are before playing the audio. Tell them that all could set it as homework. Make sure they write five
the adjectives are three syllables or more. paragraphs by answering the questions in b in the
correct order.
b Play the audio again for Sts to listen to the questions
and hear which words are stressed. You might want to e Sts should check for mistakes, and if they can, attach a
highlight that the preposition to, which is not normally photo or photos.
stressed, is stressed here because it comes at the end of EXTRA IDEA   If Sts are from different places, they could
the question. exchange their pieces of writing and decide which places
Now play the audio again, pausing after each question for they would like to visit.
Sts to copy the rhythm.
Then repeat the activity, eliciting responses from
individual Sts.

5B 73

4037631 EF4e Pre-Int TG Spain.indb 73 04/12/2018 17:22


5C How much is enough?
G quantifiers, too, (not) enough 1 SPEAKING & LISTENING
V health and the body a Books open. Focus on the questionnaire and its title. Make
P /ʌ/ sure Sts know what a can is.
Put Sts in pairs and give them time to answer the
Lesson plan questions.
Get some feedback.
In this lesson Sts revise quantifiers and learn to use too
much / many, and (not) enough. The context is a magazine EXTRA SUPPORT   Get Sts to interview you first.
article about the latest medical research into drinks. The b e 5.15   Focus on the drawing of the jug. Go through the
lesson begins with a questionnaire focusing on drinks, and instructions, making sure Sts know the meaning of
what Sts drink when. Sts then go on to listen to a nutritionist a nutritionist, a liquid, a jug, alcohol, and low-fat. Model and
talking about what kind of liquids we should drink. In drill pronunciation.
Reading, the topic of the article is about confusing health
Play the audio once the whole way through for Sts to
advice regarding drinks. There is also a vocabulary focus
listen and complete the task.
on health and the body. Sts then work on the grammar,
followed by a pronunciation focus on the /ʌ/ sound. The Play it again if necessary.
lesson ends with a speaking activity where Sts discuss more Check answers.
general lifestyle habits using the new quantifiers. Depending EXTRA CHALLENGE   Get Sts, in pairs, to predict which liquid
on the level of your class, you may want to do more or less goes where before they listen.
revision of countability and basic quantifiers (see Optional
EXTRA SUPPORT   Read through the script and decide if you
lead-in).
need to pre-teach any new lexis before Sts listen.
More materials for speakers of Spanish
1  water  2  tea and coffee  3  low-fat milk  4  alcohol  
For teachers on Oxford Premium 5  diet coke  6  fruit juice
Photocopiables We should never drink sweet, fizzy drinks.
Grammar quantifiers, too, (not) enough
Communicative  How much / How many…?
e 5.15
Resources (script in Student’s Book on p.208)
Tests for Escuelas Oficiales de Idiomas At least half of your daily liquids should come from water. About one
Wordlists and additional teacher resources third – or three to four cups – can come from coffee or tea – but with
For students no sugar. Low-fat milk can make up another twenty per cent. If you
drink less milk, just try to get your calcium from another type of food
Workbook 5C or drink, for example green vegetables. You can have one small glass
Online Practice  5C of fruit juice a day, and no more than one to two alcoholic drinks
Plus extra Vocabulary and Pronunciation for speakers of for men, or one for women. However, some doctors now think that
it’s a good idea to have several alcohol-free days a week. Diet drinks
Spanish: health and the body which use artificial sweeteners are not good for you, but up to one
Grammar and Vocabulary Pocket Book to two glasses a day is OK. But try not to have any drinks with a lot of
sugar, for example, sweet fizzy drinks.
OPTIONAL LEAD-IN (BOOKS CLOSED)  
Revise countability. Write on the board in two columns: EXTRA CHALLENGE   Get Sts to listen for the recommended

1 2
quantities of each drink.
WATER VEGETABLES 1  water (half of daily liquids)
2  tea and coffee (3 to 4 cups)
BREAD BISCUITS
3  low-fat milk (20% of daily liquids)
CHOCOLATE SWEETS 4  alcohol (1 or 2 drinks for men, 1 for women)
5  diet coke (1 or 2 glasses)
Ask Sts What’s the difference between the words in columns
6  fruit juice (1 small glass)
1 and 2? and elicit that the words in column 1 are
uncountable, and normally used in the singular, but the EXTRA SUPPORT   If there’s time, you could get Sts to listen
words in column 2 are countable and can be used in again with the script on p.208, so they can see exactly what
singular and plural. Elicit a few more words for each column, they understood / didn’t understand. Translate / Explain any
e.g. wine, rice, apples, etc. new words or phrases.
Ask Sts When do we use a, some, and any? and elicit that you
c Do this as a whole-class activity.
use a with singular countable nouns and some / any with
plural countable nouns and uncountable nouns – some in
positive sentences and any in negatives and questions, e.g.
I ate a biscuit and some bread. I didn’t eat any vegetables or
any fruit.

74 5C
4037631 EF4e Pre-Int TG Spain.indb 74 04/12/2018 17:22
2 READING & VOCABULARY  1 many (You can’t use much with plural countable nouns.)
health and the body 2 much (You can’t use many with uncountable nouns.)
a Do this as a whole-class activity. 3 a lot of (You can’t use many with uncountable nouns.)
b Focus on the task and make sure Sts understand what 4 a little (You can’t use a few with uncountable nouns.)
5 a few (You can’t use a little with countable nouns.)
the article is about. Pre-teach the verbs increase, improve,
6 a lot (You can’t use a lot of without a noun.)
reduce, and cause.
Now get Sts to read the article and match the highlighted c Here the new language of the lesson is introduced. Tell Sts
words to pictures 1–6. to look at the paragraphs about water in the article, and to
Get Sts to compare their answers with a partner.
 focus on words or phrases which mean the right amount
and more than you need. Check answers.
EXTRA SUPPORT   Apart from the highlighted words, this
article contains other medical vocabulary. Before Sts read it, 1  enough  2  too much
check whether you need to pre-teach any other items, e.g.
heart attack, cancer, arthritis, etc., or whether you think Sts d Now tell Sts to go to Grammar Bank 5C on p.220.
will be able to guess their meaning. In many languages they
Grammar notes
are similar words, but pronounced differently.
too much, too many, too
c e 5.16   Play the audio for Sts to listen and check their
Some Sts often use too much + adjective. A typical
answers to b.
mistake is: It’s too much big.
Check answers.
It is also important to highlight the difference between too
and very:
e 5.16
1 liver  2 heart  3 teeth  4 muscles  5 bones  6 blood It’s very big. (= a statement of fact, neither good nor bad)
It’s too big. (= more than it should be / more than you want)
Then play it again, pausing after each word for Sts to listen (not) enough
and repeat. The main problem here is the pronunciation of enough
Now get Sts to practise saying the words. /ɪˈnʌf/ and the different positions: before nouns, but
Finally, ask Sts what they think heart attack /ˈhɑːt ətæk/ after adjectives. Some Sts may confuse quite and enough
and blood pressure /ˈblʌd preʃə/ mean. Model and drill because of L1 interference.
pronunciation.
Focus on the example sentences and play both audio
heart attack = a sudden, serious medical condition in which the e 5.17 and e 5.18 for Sts to listen and repeat. Encourage
heart stops working normally, sometimes causing death them to copy the rhythm. Then go through the rules with
blood pressure = the pressure of blood as it travels around the class.
the body
Now focus on the exercises for 5C on p.221. Sts do them
Deal with any other new vocabulary. Model and drill the individually or in pairs.
pronunciation of any tricky words. Check answers, getting Sts to read the full sentences.
d Focus on the instructions and put Sts in pairs. Tell them a
to read about each drink again and answer the two 1 I eat too much chocolate.
questions. 2 I eat too many crisps.
Get some feedback. Sts might have a different opinion, 3 Do you drink enough water?
but if so, ask them to justify it. 4 I'm too busy.
5 This suitcase isn't big enough.
a  tea, water   b  alcohol, coffee, juice, milk
6 I worry too much.
e Do this as a whole-class activity. 7 You don't go out enough.
8 I don't eat enough vegetables.
FOR SPEAKERS OF SPANISH   Online Practice Vocabulary and
b
Pronunciation: health and the body
1 I don't do enough exercsie.
2 It's too far.
3 GRAMMAR quantifiers, too, (not) enough 3 There are too many cars on the roads today.
EXTRA SUPPORT   If you didn’t do the Optional lead-in, you 4 I spend too much time on the computer…
could do it here. 5 I don't read enough…
6 I didn't buy the coat because it was too expensive.
a This exercise revises what Sts should already know. Focus 7 There were too many people at the hospital…
on the instructions and give Sts time to decide if the 8 I don't like watching films on my phone because the
words are countable or uncountable. screen isn't big enough.
Check answers.
Tell Sts to go back to the main lesson 5C.
(C = countable, U = uncountable)
EXTRA SUPPORT   If you think Sts need more practice, you
juice U  bottle C  can C  milk U  carton C  water U  
wine U  cup C  glass C may want to give them the Grammar photocopiable
activity at this point.
b Focus on the instructions and get Sts, in pairs, to circle the
FOR SPEAKERS OF SPANISH   Pocket Book Grammar:
correct word or phrase and say why the other one is wrong.
quantifiers, too, (not) enough
Check answers.
5C 75

4037631 EF4e Pre-Int TG Spain.indb 75 04/12/2018 17:22


4 PRONUNCIATION & SPEAKING  /ʌ/
a e 5.19   This exercise helps Sts with the pronunciation of
some of the words from the lesson.
Focus on the sound picture and elicit the word, and
sound: up /ʌ/.
Give Sts time to read the Typical spelling chart. Make
sure they know the meaning of rare (= not seen very
often).
Play the audio once the whole way through for Sts just
to listen.

e 5.19
See words in Student’s Book on p.73

Now play the audio again, pausing after each word for Sts
to repeat.
EXTRA SUPPORT   If this sound is difficult for your Sts, or you
want to contrast it with the /æ/ sound, it will help to show
them the mouth position. You could model this yourself or
use the the Sound Bank videos on Online Practice.
b e 5.20   Tell Sts they are going to hear 12 sentences and
they must write the last word in each one.
Play the audio, pausing after each item to give Sts time
to write.
Check answers by playing the audio again and pausing
after each item to elicit the word onto the board.
1  butter   2 study  3  worry  4  young  5  money  
6  rubbish  7  sunny  8  lovely   9 double  
10  lunch  11  country  12  funny

e 5.20
1 Can you pass me the butter?
2 Do you work or study?
3 Everything’s going to be fine – don’t worry!
4 Your sister’s very young!
5 I don’t have any money.
6 Please can you take out the rubbish?
7 Is today going to be sunny?
8 The weather’s going to be lovely.
9 Two single rooms, please, and one double.
10 What do you want for lunch?
11 What’s the biggest city in your country?
12 She’s usually serious, but she can be very funny.

EXTRA SUPPORT   Elicit the whole sentences / questions, not


just the last word, and write them on the board.
EXTRA IDEA   Some Sts have a problem pronouncing money
and tend to say /mʌneɪ/. To help them, you could tell them
that money rhymes with funny and sunny.
c Play the audio again, pausing after each item for Sts
to listen and repeat. Make sure they repeat the whole
sentence and not just the last word.
d MEDIATION ACTIVITY   Focus on the speech bubbles, and
then demonstrate the activity yourself by answering a
couple of questions and explaining your reasons.
Now put Sts in pairs and get them to answer the
questions, giving their reasons, too.
Get some feedback from various pairs.

76 5C
4037631 EF4e Pre-Int TG Spain.indb 76 04/12/2018 17:22
3 Practical English  The wrong shoes
EPISODE

Function  taking something back to a shop


Vocabulary shopping e 5.21
H = Holly, R = Rob
H Hey, Rob, come on. Keep up.
Lesson plan R
H
Sorry. I’m a bit tired this morning.
You aren’t exactly in good shape, are you?
In this third Practical English lesson Sts revise some basic R I know, I know. I think I’m eating too much.
shopping vocabulary, and learn some key phrases for taking H Then eat less!
things back to a shop. The story develops: Rob decides that R It isn’t easy. I eat out all the time. And the portions in American
he is unfit and needs to do some exercise. Holly invites him restaurants are enormous.
H You don’t do enough exercise.
to join her and some friends in a game of basketball. Rob R I walk a lot.
accepts, but first needs to buy some trainers. He buys a pair, H Walking isn’t enough, Rob. Do you do anything to keep fit?
without trying them on, and then realizes they are too small. R I cycle when I’m in London...
He takes them back to the shop and manages to exchange H So why don’t you get a bike here?
them. Later, he accepts an invitation to go running with R I’m only here for another three weeks. Anyway, my hotel’s near
the office. I don’t need a bike.
Jenny very early in the morning in Central Park. H You know, Jennifer goes running all the time. Before and after
work. But I just think that running is so boring. I mean, where’s the
More materials for speakers of Spanish fun?
For teachers on Oxford Premium R Yeah, I’m not very keen on running.
H So why don’t you play basketball with me and my friends?
Resources R OK. That’s a great idea! But I don’t have any trainers.
Video  Practical English Episode 3 H Trainers? Sneakers! You can buy some.
Quick Test 5 R Is there a sports shop near here?
File 5 Test H Sure, there’s one across the street.
For students
Now focus on the British and American English box and
Workbook  Practical English 3 go through it with the class.
  Can you remember...? 1–5
EXTRA SUPPORT   If there’s time and you are using the video,
Online Practice  Practical English 3
you could get Sts to watch again with subtitles, so they
  Check your progress
can see exactly what they understood / didn’t understand.
OPTIONAL LEAD-IN (BOOKS CLOSED)  Translate / Explain any new words or phrases.
Before starting Episode 3, elicit what Sts can remember b e 5.22   Focus on the Making suggestions with Why
about Episode 2. Ask Who’s Holly? Where does she work / live? don’t you…? box and go through it with the class.
Who’s Barbara?, etc. Now play the video / audio and get Sts just to watch
Alternatively, you could play the last scene of Episode 2. or listen.

1 r ROB HAS A PROBLEM e 5.22


See the phrases in Student’s Book on p.74
a e 5.21   Focus on questions 1–8 and give Sts time to read
them. Sts may not know the expression to be in shape (= in Play the video / audio again, pausing after each phrase,
a good physical condition) and to keep fit (= stay healthy). and get Sts to repeat it.
Play the video / audio once the whole way through. Play c Put Sts in pairs, A and B, and focus on the instructions.
again if necessary. Make sure Sts understand the situation.
Get Sts to compare with a partner, and then check answers. Tell Sts A to start.
1 He says he’s eating too much. When Sts have finished, ask a few Sts A what suggestions
2 Because he eats out all the time in New York and the portions Sts B made and if they thought the suggestions were
are very big. good or not.
3 He cycles in London. d Sts stay in their pairs and focus on the new situation.
4 Because he doesn’t have a bike (he lives near the office and is
only going to stay for another three weeks). Tell Sts B to start.
5 She goes running before and after work. When Sts have finished, ask a few Sts B what suggestions
6 Holly thinks running is very boring. Sts A made and if they thought the suggestions were
7 He could play basketball with Holly and her friends. good or not.
8 He needs to buy some trainers (sneakers in American English).
EXTRA IDEA   As a round-up, ask Sts for good suggestions for
both situations and write them on the board.

PE3 77

4037631 EF4e Pre-Int TG Spain.indb 77 04/12/2018 17:22


2 r VOCABULARY shopping You might want to check Sts know what Mastercard is
a Put Sts in pairs and tell them to answer the questions in (same as Visa card) and that erm is a sound we use to
the shopping quiz. give ourselves time to think. Also check they understand
a refund. Model and drill the pronunciation /ˈriːfʌnd/.
b e 5.23   Play the video / audio for Sts to watch or listen
and check. b Focus on the conversation in the chart. Elicit who says the
You hear phrases (the shop assistant) and who says the
Check answers. For 1, you could also elicit XS and XXL.
You say phrases (the customer, here Rob). These phrases
will be useful for Sts if they need to buy something and
e 5.23
1 S, M, L, and XL. then take it back if they have a problem.
2 S is small, M is medium, L is large, XL is extra large Give Sts a minute to read through the conversation and
3 a changing room think what the missing words might be. Then play the
4 a receipt
video / audio again and get Sts to complete the gaps. Play
5 £25.99 = twenty-five pounds ninety-nine
75p = seventy-five p / pence again if necessary.
$45 = forty-five dollars Get Sts to compare with a partner, and then check answers.
15c = fifteen cents
€12.50 = twelve euros fifty 1  minute  2  try  3  15  4  problem   5 size  6  sorry  
7  same  8  receipt

3 r TAKING SOMETHING BACK TO A Go through the conversation line by line with Sts,
SHOP helping them with any words or expressions they don’t
understand. You may want to highlight the meaning of
a e 5.24   Focus on the photo and ask Sts some questions,
the phrasal verb try on. You could also remind Sts that we
e.g. Where is Rob? Who is he talking to?, etc.
often use a pair to talk about plural clothes.
Now either tell Sts to close their books and write the
c e 5.25  Now focus on the You say phrases and tell Sts
two questions on the board, or get Sts to focus on the
they’re going to hear the conversation again. They should
questions and cover the conversation on p.75.
repeat the You say phrases when they hear the beep.
Play the video / audio once the whole way through and Encourage them to copy the rhythm and intonation.
then check answers.
Play the video / audio, pausing if necessary for Sts to
1 They are too small. repeat the phrases.
2 He changes them for another pair.
e 5.25
Same as script 5.24 with repeat pauses
e 5.24 e 5.25
S = shop assistant, R = Rob d Now put Sts in pairs, A and B. A is the shop assistant. Get
S Can I help you, sir?
R Yes. Do you have these in an eight? (repeat) Sts to read the conversation aloud, and then swap roles.
S Just a minute. I’ll go and check. e MEDIATION ACTIVITY   Focus on the instructions. A is
*** the customer and B the shop assistant. Make sure Sts
S Here you are, these are an eight. Do you want to try them on? understand the situation.
R No, thanks. I’m sure they’ll be fine. (repeat) How much are
they? (repeat)
B keeps his / her book open and starts with Can I help you,
S They’re $83.94. sir / madam?.
R Oh, it says $72.99. (repeat) Sts now role-play the conversation. Monitor and help.
S Yes, but there’s an added sales tax of fifteen per cent.
R Oh, OK. Do you take Mastercard? (repeat)
f Now focus on the new situation and make sure Sts know
S Sure. what boots are. A is now the shop assistant.
*** Sts role-play the conversation. Monitor and help.
S Can I help you?
You could get a few pairs to perform in front of the class.
R Yes, I bought these about half an hour ago. (repeat)
S Yes, I remember. Is there a problem?
R Yes, I’m afraid they’re too small. (repeat) 4 r ROB DECIDES TO DO SOME EXERCISE
S What size are they? a e 5.26  Focus on sentences 1–7 and go through them
R They’re an eight. (repeat) But I take a UK eight. (repeat)
S Oh, right. Yes, a UK eight is a US nine. with Sts.
R Do you have a pair? (repeat) Then play the video / audio once the whole way through
S I’ll go and check. Just a minute. for Sts to just watch or listen.
***
Now play it again for Sts to circle the correct answer.
S I’m sorry, but we don’t have these in a nine. But we do have these,
and they’re the same price. Or you can have a refund. Get Sts to compare with a partner, and then check answers.
R Erm…I’ll take this pair, then, please. (repeat)
S No problem. Do you have the receipt? 1  Brooklyn  2  shows  3  morning  4  6.45  5  early
R Yes, here you are. (repeat) 6  7.15   7 has
S Brilliant.

78 PE3
4037631 EF4e Pre-Int TG Spain.indb 78 04/12/2018 17:22
Now put Sts in pairs and get them to practise the
e 5.26 conversations.
R = Rob, J = Jenny
R Hi, Jenny.
Finally, focus on the CAN YOU…? questions and ask Sts
J Oh, hi. if they feel confident they can now do these things. If
R Have you had a good day? they feel that they need more practice, tell them to go to
J Oh, you know. Meetings! What about you? Online Practice to watch the episode again and practise
R It was great. I went to Brooklyn and met some really the language.
interesting people.
J And you had time to go shopping, too.
R What? Oh yeah. I’ve just bought these.
J What are they?
R A pair of trainers – er, sneakers.
J Nice. Why did you buy sneakers?
R I think I need to get a bit fitter.
J Oh, I’m impressed. You know, I go running every morning in
Central Park.
R Do you?
J It’s so beautiful early in the morning. Why don’t you come
with me?
R Er…sure. Why not?
J Great! I’ll come by your hotel tomorrow morning.
R OK. What time?
J Six forty-five?
R Six…?
J Forty-five.
R Can we make it a bit later? Say, seven forty-five?
J That’s too late, Rob. Let’s make it seven fifteen.
R OK.
J Excellent. See you later.
R Great.
H Basketball and running, Rob? You must have a lot of energy.
R Er…yeah.

EXTRA SUPPORT   If there’s time and you are using the video,
you could get Sts to watch again with subtitles, so they
can see exactly what they understood / didn’t understand.
Translate / Explain any new words or phrases.
b Focus on the Social English phrases. In pairs, get Sts to
see if they can remember any of the missing words.
EXTRA CHALLENGE   In pairs, get Sts to complete the phrases
before they listen.
c e 5.27   Play the video / audio for Sts to watch or listen
and complete the phrases.
Check answers. If you know your Sts’ L1, you could get
them to translate the phrases.
1  had  2  know  3  don’t  4  make  5  Let’s

e 5.27
1  Have you had a good day?
2  Oh, you know. Meetings!
3  Why don’t you come with me?
4  Can we make it a bit later?
5  Let’s make it seven fifteen.

Now play the video / audio again, pausing after each


phrase for Sts to watch or listen and repeat.
d Focus on the instructions and make sure Sts understand
what they have to do.
Get Sts to compare with a partner, and then check answers.
A  3  B  4  C  1  D  5  E  2

PE3 79

4037631 EF4e Pre-Int TG Spain.indb 79 04/12/2018 17:22


6A Think
1A Welcome
positive
to the
– or
class
negative?
G   will / won’t (predictions) Play the audio, pausing after each sentence to give Sts
V   opposite verbs: pass – fail, etc. time to write.
P   ’ll, won’t Check answers.
1  find   ​2  send  ​3  remember  ​4  start  ​5  turn on
Lesson plan
In this lesson Sts are introduced to the future forms will and e 6.1
won’t for the first time. They learn a specific use of these 1 Did you find your keys?
forms, which is to make predictions about the future, here 2 Did you send the email?
3 I never remember people’s names.
particularly in response to what somebody says to you. 4 What time does the film start?
The context of the lesson is pessimists and optimists. The 5 Please turn on the air conditioning.
lesson begins with a vocabulary focus on common opposite
verbs, e.g. pass – fail, buy – sell. The grammar is then presented Elicit from the class the opposite verbs.
through eight situations, looking at the typical predictions
1  lose  ​2  get / receive   ​3  forget  ​4  finish / end   ​5  turn off
an optimist or pessimist might make, e.g. You won’t like it,
That’ll be interesting, etc. In Pronunciation, Sts practise the b Tell Sts to go to Vocabulary Bank Opposite verbs on p.243.
contracted forms of will / won’t. Sts then listen to a radio
programme about positive thinking. They then read an article Vocabulary notes
which states that negative thinking can be good for you, and You may want to highlight:
they discuss the findings. Finally, Sts answer a questionnaire • the difference between lend and borrow, i.e. I lend
to find out whether they are a positive or negative thinker. money to you / you borrow money from me
More materials for speakers of Spanish • that the opposite of start is finish or end when referring
to, e.g. a film or a book, but stop when referring to, e.g.
For teachers on Oxford Premium an activity, a car, etc.
Photocopiables • the other meaning of miss, e.g. miss your family
Grammar  will / won’t (predictions) (= feel sad because you are not with them)
Vocabulary  Opposite verbs
Communicative  Positive or negative? Focus on a and get Sts to match the verbs and photos.
Resources Check answers, but don’t drill pronunciation yet.
Tests for Escuelas Oficiales de Idiomas
10  arrive  6  break  ​4  buy  15  download  3  find  
Wordlists and additional teacher resources
7  forget  2  lend  ​16  love  ​14  miss  8  pass  
For students 17  pick up   1  push  ​12  send  ​5  start  11  teach  
Workbook 6A 9  turn on   13  win
Online Practice  6A
Then get Sts to do b by writing the verbs in the Opposite
Plus extra Pronunciation for speakers of Spanish: /əʊ/, column in a. The first one (leave) has been done for them.
/ɒ/, /ʌ/
e 6.2   Now do c. Play the audio for Sts to check answers
Grammar and Vocabulary Pocket Book to b and to drill the pronunciation of the verbs in a and b.
OPTIONAL LEAD-IN (BOOKS CLOSED) 
e 6.2
Draw a big glass which is exactly half full of water on the Opposite verbs
board. Underneath, write THE GLASS IS HALF ______. Tell Sts to 10 arrive leave
complete the sentence with one word, but they mustn’t tell 6 break mend / repair
anybody which word they have written. 4 buy sell
15 download upload
Now elicit from the class how to finish the sentence 3 find lose
(full / empty). 7 forget remember
2 lend borrow
Ask Sts who have written empty to put up their hands. 16 love hate
Tell them that they are pessimists (explain / translate if 14 miss catch
necessary). 8 pass fail
17 pick up drop off
Now ask who wrote full and tell these Sts that they are 1 push pull
optimists. 12 send get / receive
5 start finish
11 teach learn
1 VOCABULARY  opposite verbs 9 turn on turn off
a e 6.1   Books open. Tell Sts they are going to hear five 13 win lose
sentences or questions, and they have to write down the
main verb from each sentence. Now either use the audio, pausing after each pair of
opposite verbs, or model and drill them yourself. Give further
practice of any verbs your Sts find difficult to pronounce.
80 6A
4037631 EF4e Pre-Int TG Spain.indb 80 04/12/2018 17:22
Focus on Activation. In pairs, Sts try to remember the c Put Sts in pairs and get them to look at the eight
verbs and their opposites. A (book open) says a verb situations in a and decide which response they would
and B (book closed) says the opposite. Make sure they probably give.
swap roles. If you didn’t do the Optional lead-in, get Sts to say
Tell Sts to go back to the main lesson 6A. whether they are an optimist or a pessimist.
EXTRA CHALLENGE   If you think Sts need more practice, Get some feedback about various situations. With a show
you may want to give them the Vocabulary photocopiable of hands, you could also see if there are more optimists or
activity at this point. pessimists in the class.
d Focus on the You say responses in a and elicit the answer
FOR SPEAKERS OF SPANISH   Pocket Book Vocabulary: to the question.
opposite verbs
the future
2 GRAMMAR  will / won’t (predictions) e Tell Sts to go to Grammar Bank 6A on p.222.
a Tell Sts to look at the cartoon and if you didn’t do the
Optional lead-in, check Sts know what an optimist and Grammar notes
a pessimist are. In English File A1/A2 Sts learned that be going to can be
Now focus on the eight conversations and go through the used to make predictions, e.g. You’re going to be very
Your friend says phrases with the class. happy. This use was revised in 3A.
Then focus on the You say responses and point out that In this lesson Sts learn the future form will / won’t +
each one has two options, a and b. Tell Sts to label each infinitive, and that it can also be used to make predictions.
response with O for optimist and P for pessimist. Sometimes both forms are possible, e.g. I think the
b e 6.3   Play the audio for Sts to listen and check. government will lose the election. / I think the government is
going to lose the election.
Check answers.
However, there is often a difference in usage: will / won’t
1 a  O  b  P  ​2 a  P  b  O  3 a  O  b  P  ​4 a  O  b  P   tends to be used more than be going to to make instant,
​5 a  O  b  P  6 a  P  b  O  ​7 a  O  b  P  ​8 a  P  b  O on-the-spot predictions in reaction to what another
person says, e.g.:
e 6.3 A I’m going to try that new restaurant tonight.
1 This check-in queue is really slow! B You won’t like it.
optimist
Don't worry. It’ll start moving soon. At this level you may prefer to simplify things by telling Sts
pessimist that both be going to and will / won’t can be used to make
I know. We’ll miss the flight. predictions.
2 Let’s drive to the restaurant.
Sts will learn other uses of the future (will / won’t) in
pessimist
We’ll never find anywhere to park. 6B (promises, offers, and decisions) and will study the use
optimist of will / won’t in conditional sentences with if in 8B.
Yes, it’ll be quicker.
3 I’ve lent my brother some money. e 6.4   Focus on the example sentences and play the
optimist audio for Sts to listen and repeat. Encourage them to copy
I’m sure he’ll pay you back. the rhythm. Then go through the rules with the class.
pessimist
Now focus on the be going to for predictions box and
You won’t see it again.
go through it with the class.
4 I’m taking my driving test tomorrow.
optimist Then focus on the exercises for 6A on p.223. Sts do the
It’ll go well, you’ll see. exercises individually or in pairs.
pessimist
Check answers, getting Sts to read the full sentences.
You won’t pass.
5 I’m selling my old laptop on eBay. a
optimist 1 I think they’ll lose the match.
You’ll sell it easily. 2 Will the meeting be long?
pessimist
3 She won’t get the job.
Nobody will buy it.
6 Hooray! We’re in the final! 4 Will you see him at work later?
pessimist 5 It’ll be impossible to park.
Yes! But we’ll lose. 6 You won’t like that book.
optimist 7 I'm sure she’ll love the present I bought her.
Yes! I’m sure we’ll win! 8 There won’t be a lot of traffic in the morning.
7 I’m having Japanese classes next week. 9 You’ll find a good job, I’m sure.
optimist 10 Everything will be OK, so there’s no need to worry.
That’ll be interesting!
b
pessimist
1 will be  
You’ll never learn it.
2 will like  
8 We’re going to see the film in English.
pessimist 3 will snow  
You won’t understand a word. 4 will get  
optimist 5 will pass
You’ll love it. And it’ll be good practice.

6A 81

4037631 EF4e Pre-Int TG Spain.indb 81 04/12/2018 17:22


Tell Sts to go back to the main lesson 6A. c Focus on the instructions and make sure Sts know what
EXTRA SUPPORT   If you think Sts need more practice, you they have to do.
may want to give them the Grammar photocopiable Put Sts in pairs. Tell Sts A to start by reading the first line of
activity at this point. conversation 1 in 2a. Sts B should respond as an optimist.
When Sts A have read all eight conversations, they
FOR SPEAKERS OF SPANISH   Pocket Book Grammar: will / swap roles, and this time Sts A respond to the situations
won’t (predictions) as pessimists. Encourage them to use optimistic or
pessimistic intonation.
3 PRONUNCIATION  ’ll, won’t Monitor and help, correcting any errors with ’ll or won’t.
d Put Sts in pairs, A and B, and tell them to go to
Pronunciation notes
Communication You’re a pessimist!, A on p.190,
An important aspect of will / won’t is the pronunciation B on p.195.
of the contractions and Sts get some intensive practice
Go through the instructions carefully. Now make sure Sts
here. Remind Sts that contractions are very common
understand what they have to do.
in conversation, but that it is not wrong to use the full
uncontracted form. EXTRA SUPPORT   Get a student to read you his / her first

Sts often confuse the pronunciation of the contracted sentence, and give an example of a pessimistic response.
form of will not (won’t /wəʊnt/) with the verb want /wɒnt/ Sit A and B face-to-face. A says his / her first sentence and
when speaking and listening, so there is also a special B responds in a pessimistic way. Then they swap roles.
focus on this. When they have finished, you could get a few Sts to read a
sentence and get others to respond.
a e 6.5   Focus on a and play the audio for Sts to listen and
repeat. Encourage them to copy the rhythm. Sts often find Tell Sts to go back to the main lesson 6A.
the contracted form of it will (it’ll) difficult to say. FOR SPEAKERS OF SPANISH   Online Practice Pronunciation:
/əʊ/, /ɒ/, /ʌ/
e 6.5
See words and phrases in Student’s Book on p.84
4 LISTENING  using existing knowledge to predict
b e 6.6   Tell Sts that they are going to hear six sentences content
and that they have to write them down. Explain that they a e 6.7   Focus on the instructions and question. Tell Sts
all include either won’t or want to. Tell Sts that they will that the radio programme is a chat show where one of
hear each sentence twice. the guests is an expert on positive thinking.
Play the audio once for Sts just to listen. Play the audio for Sts to listen and answer the question.
Now play the audio again, pausing after each sentence to Check the answer.
give Sts time to write down what they hear. EXTRA SUPPORT   Read through the script and decide if you
Then elicit answers and write them on the board. Get need to pre-teach any new lexis before Sts listen.
them to spell want or won’t to make sure they have
written the correct word. It helps you enjoy life more. Positive people are healthier and live
longer.
e 6.6
1 I want to go with you.
e 6.7
2 They won’t come tonight.
(script in Student’s Book on p.208)
3 You won’t find a job.
4 We want to learn Russian. Presenter
5 They want to sell their house. Today’s topic is ‘positive thinking’. We all know that people who
6 I'm sure she won’t win. are positive enjoy life more than people who are negative and
pessimistic. But scientific studies show that positive people are
also healthier. They get better more quickly when they are ill, and
Now ask Sts what sound the pink letters have. Highlight
they live longer. A recent study has shown that people who are
that want is always followed by to before another verb, optimistic and think positively live, on average, nine years longer
which will always help them to be sure which form they than pessimistic people. So, let’s hear what you, the listeners, think.
have heard. Do you have any ideas to help us be more positive in our lives?

won’t = /wəʊnt/  
EXTRA CHALLENGE   Before playing the audio, elicit some
want = /wɒnt/
ideas from the class why positive thinking is good for you.
EXTRA IDEA  Put Sts in pairs and get them to practise saying b Now explain that five people have called the radio
the sentences. programme to give some tips (useful suggestions) to help
EXTRA SUPPORT   Play the audio again, pausing after each people be more positive.
sentence for Sts to listen and repeat. Get Sts, in pairs, to try and guess what the missing words
in the sentences could be. Tell them not to write them in
the sentences, but on a separate piece of paper.
You could elicit some ideas, but don’t check answers yet.

82 6A
4037631 EF4e Pre-Int TG Spain.indb 82 04/12/2018 17:22
c e 6.8   Play the audio once for Sts to listen and check 5 READING
their guesses and complete the gaps. a Focus on the cartoon of the girl studying and, with a show
Check answers. of hands, find out if Sts think the girl is an optimist or a
1 Live in the present, not in the past. pessimist.
2 Think positive thoughts, not negative ones. b Give Sts time to read the article and check their answer to
3 Don’t spend a lot of time following the news online or on TV. a. They should also answer the question What is 'defensive
4 Every week, make a list of all the good things that happened pessimism'?.
to you. Check answers.
5 Try to use positive language when you speak to other people.
EXTRA SUPPORT   Before Sts read the article the first time,
check whether you need to pre-teach any vocabulary.
e 6.8
(script in Student’s Book on p.208) She is a pessimist.
P = presenter, C = caller It’s a strategy which we use to control anxiety, fear, and worry.
P Our first caller this evening is Andy. Hi, Andy. What’s your tip for
being positive? Deal with any other new vocabulary. Model and drill the
C1 Hello. Well, I think it’s very important to live in the present and
not in the past. Don’t think about mistakes you made in the past
pronunciation of any tricky words.
– you can’t change things now. The important thing is to think c Now tell Sts to complete the two sentences from the
about how you can do things better now and in the future. article with the same word.
P Thank you, Andy. And now we have another caller. What’s your
name, please?
Check the answer.
C2 Hi, my name’s Julie. My tip is think positive thoughts, not negative wrong
ones. We all have negative thoughts sometimes, but when we
start having them, we need to stop and try to change them into
d Do this as a whole-class activity.
positive ones. Like, if you have an exam tomorrow and you start
thinking, ‘I’m sure I’ll fail,’ then you’ll fail the exam. So you need to 1 The printer isn’t working.
change that negative thought to a positive thought. Just think to 2 You’ve got the incorrect number.
yourself, ‘I’ll pass. that exam’ I do this and it usually works.
3 There were no problems on our journey.
P Thank you, Julie. And our next caller is Martin. Hi, Martin.
C3 Hi. My tip is don’t spend a lot of time following the news online or
on TV. It’s always bad news and it just makes you feel depressed.
e Focus on the task and make sure Sts understand what
Read a book or listen to your favourite music instead, and you they have to do.
won’t feel so bad. When Sts have finished reading the article again, either
P Thanks, Martin. Good tip! And our next caller is Miriam. Miriam? put them in pairs or do it as a whole-class activity.
C4 Hi.
P Hi, Miriam. What’s your tip? If Sts worked in pairs, get some feedback.
C4 Every week, make a list of all the good things that happened to
you, on your phone or on a piece of paper. Then if you’re feeling a Possible answers
bit sad or depressed, read the list and it’ll make you feel better. He can leave home early / check what time the bus leaves.
P Thanks, Miriam. And our last call is from Michael. Hi, Michael. He can check which terminal the flight leaves from in
We’re listening. advance.
C5 Hi. I think it’s good to try to use positive language when you He can pack carefully / weigh the luggage before they
speak to other people. You know, if your friend has a problem, leave home.
don’t say, ‘I’m sorry’ or ‘Oh, poor you.’ Say something positive, like He can take a jumper or jacket to wear on the plane.
‘Don’t worry! Everything’ll be OK.’ That way, you’ll make the other He can take some food of his own or buy food at the airport.
person think more positively about their problem.
P Thank you, Michael. Well that’s all we’ve got time for. A big thank f Do this as a whole-class activity and elicit answers
you to all our callers.
from Sts.
d Play the audio again for Sts to write down extra
information, e.g. a reason or an example. 6 SPEAKING
Get Sts to compare with a partner, and then play the  MEDIATION ACTIVITY   Focus on the activity and on the

audio again. seven questions.


Check answers (see script 6. 8). Then go through the expressions in the Responding to
predictions box with the class. Drill the pronunciation,
Finally, in pairs, small groups, or as a whole class, answer
making sure Sts do not over-stress the word so and are
the two questions. For the question Which tips do you think
clear about the meaning. Point out that the word so in
are the most useful?, you could get Sts to vote for the best
I hope so, etc. means yes, and that maybe and perhaps have
tip with a show of hands.
the same meaning.
EXTRA SUPPORT   If there’s time, you could get Sts to listen
In pairs, Sts take it in turns to ask and answer each
again with the scripts on p.208, so they can see exactly what question, giving reasons for their predictions. They should
they understood / didn’t understand. Translate / Explain any then decide who is more optimistic.
new words or phrases.
Finally, get some feedback, e.g. ask how many people in
the class think they will pass their next English exam.

6A 83

4037631 EF4e Pre-Int TG Spain.indb 83 04/12/2018 17:22


6B I’ll always love you
G   will / won’t / shall (other uses) 1  17 years ago   ​2  a year after   ​3  a few years later  
V   verb + back: come back, call back, etc. 4  for ten years
P   word stress: two-syllable verbs
c Now tell Sts to read the article again and answer
questions 1–3.
Lesson plan Get Sts to compare with a partner, and then check answers.
Sts continue their work on the uses of will. In this lesson they
1 Carmen was studying English and Steve was living there.
learn that as well as making predictions, will can be used 2 Because Carmen moved to France, and the long-distance
for making promises, offers, and decisions. The presentation relationship didn’t work.
context is an article and a listening about the true story of 3 Because Carmen’s mother didn’t send it to her.
a couple whose promise to love each other was only kept
after a chain of strange circumstances. This is followed by the Deal with any other new vocabulary. Model and drill the
grammar, presented through some humorous typical offers, pronunciation of any tricky words.
promises, and decisions, and a pronunciation focus on stress d e 6.9   Focus on the task and tell Sts they are now going
in two-syllable verbs, e.g. promise, decide. Next, in Vocabulary, to find out what happened to Steve and Carmen between
Sts focus on the use of certain verbs with back (come back, the two photos. Tell Sts to look at questions 1–5.
take back, etc.), which they then put into practice with a final Play the audio for Sts to listen and answer the questions.
speaking activity. Then play it again if necessary.
More materials for speakers of Spanish Get Sts to compare with a partner, and then check answers.
You could also check here the answer to a, i.e. that in
For teachers on Oxford Premium
the first photo they are both 25, and in the second they
Photocopiables are 42.
Grammar  will / won’t / shall (other uses)
EXTRA SUPPORT   Read through the script and decide if you
Communicative  Guess my sentence
need to pre-teach any new lexis before Sts listen.
Resources
Tests for Escuelas Oficiales de Idiomas 1 Some builders found it and gave it to Carmen’s sister.
Wordlists and additional teacher resources 2 She phoned Steve.
For students 3 They arranged to meet in Paris a few days later.
Workbook 6B 4 They kissed at the airport and fell in love again.
5 They got married.
Online Practice 6B
Plus extra Vocabulary, Pronunciation, and Listening for
speakers of Spanish: verb + back; linking; A love story e 6.9
P = presenter, S = Steve, C = Carmen
Grammar and Vocabulary Pocket Book P Earlier this year, ten years after Steve sent the letter, some builders
were renovating the living room in Carmen’s mother’s house
OPTIONAL LEAD-IN (BOOKS CLOSED)  in Spain. When they were working on the fireplace, they found
Write the word PROMISES on the board and elicit its meaning. Steve’s letter. They gave it to Carmen’s sister, and she sent the
Teach / Elicit that you can make a promise and then keep or letter to Carmen in Paris. Carmen was now forty-two, and she was
still single.
break a promise. C When I got the letter, I didn’t call Steve immediately, because I
Ask Sts What promises do people in love often make?. Try to was so nervous. I kept picking up the phone and putting it down
again. I nearly didn’t phone him at all. But I knew that I had to
elicit some promises and write them on the board, e.g.
make the call.
I’ll always love you / I’ll never leave you / I’ll marry you, etc. P Carmen finally made the call and Steve answered the phone. He
Then ask Sts if they think people keep or break these was also now forty-two and he was also single.
promises. S I couldn’t believe it when she phoned. I’ve just moved house, but
luckily I kept my old phone number.
P Steve and Carmen arranged to meet in Paris a few days later.
1 READING & LISTENING  understanding the S When we met, it was like a film. We ran across the airport and
order of events into each other’s arms. Within thirty seconds of seeing each other
a Books open. Focus on the task and the two photos. Elicit again, we were kissing. We fell in love all over again.
answers for the two questions from the class. They will P Last week the couple got married, seventeen years after they first
met.
find out if they were right later in the lesson.
C I never got married in all those years, but now I have married the
b Tell Sts to read the article and complete it with the four man I’ve always loved.
time expressions.
Check answers. EXTRA SUPPORT   If there’s time, you could get Sts to listen
EXTRA SUPPORT   Before Sts read the article the first time, again, so they can see exactly what they understood / didn’t
check whether you need to pre-teach any vocabulary. understand. Translate / Explain any new words or phrases.

84 6B
4037631 EF4e Pre-Int TG Spain.indb 84 04/12/2018 17:22
e Do this as a whole-class activity. a 1  C  ​2  H  ​3  D  ​4  B  ​5  I  ​6  A  ​7  F  ​8  E 
EXTRA IDEA  
Get Sts to retell the story from Steve or b
Carmen’s point of view. 1 Shall I help you?
2 I won’t tell anyone, I promise.
FOR SPEAKERS OF SPANISH   Online Practice Listening: 3 I’ll call you tonight.
A love story 4 When will you pay me back?
5 Don't worry. I won’t forget.
6 Shall I take you home?
2 GRAMMAR  will / won’t / shall (other uses) 7 I’ll get a bigger pair for you, madam.
a Focus on the sentences and the photos on p.87. Elicit / 8 Yes, I know. I won’t buy it again.
Explain any new words or phrases, e.g. hurt. Now tell Sts to
match the sentences to the people who are saying them. Tell Sts to go back to the main lesson 6B.
Check answers. Ask Sts if they have had experience of EXTRA SUPPORT   If you think Sts need more practice, you
people saying these things to them, and if they were true may want to give them the Grammar photocopiable
or not. activity at this point.
A This won’t hurt. d Focus on the task and give Sts time to write their
B I’ll tidy my room now. sentences. Monitor and help. Correct any errors with will,
C Shall I drive? won’t, and shall.
D I won’t have any more.
Now put Sts in pairs and get them to read their sentences
E I’ll come back tomorrow and finish it.
F I’ll have what she’s having.
to each other.
Find out if anyone wrote exactly the same as their partner.
b Focus on the instructions and make sure Sts understand FOR SPEAKERS OF SPANISH   Pocket Book Grammar: will /
offer and promise. Highlight that they should write the won’t / shall (other uses)
letter of the people. Point out that the first one (B) has
been done for them.
Check answers. 3 PRONUNCIATION  word stress: two-syllable
verbs
offering to do something: C a Focus on the activity and give Sts, in pairs, time to put the
deciding to do something: D, F two-syllable verbs in the correct columns.
promising to do something: A, E
b e 6.11   Tell Sts they are going to hear the verbs being
c Tell Sts to go to Grammar Bank 6B on p.222. used in sentences. First, they will hear all the verbs that are
stressed on the first syllable.
Grammar notes Play the audio for Sts to listen and check.
Sts shouldn’t worry about being able to distinguish Check answers. You might want to point out that most
between an offer, a promise, or a decision. Depending on two-syllable verbs are stressed on the second syllable.
the context, I’ll help you tomorrow could be an offer,
a promise, or a decision. 1st syllable: offer, promise, borrow, happen, practise
2nd syllable: decide, agree, arrive, complain, depend, forget,
In some languages the present tense is used for offers
invite, prefer, receive, repair
and decisions. Highlight that in English you say I’ll help you
NOT I help you.
Shall I…? is only used when an offer to do something is e 6.11
asked as a question, e.g. Shall I make you a cup of coffee? First syllable
We’ll offer him the job.
NOT Will I make you a cup of coffee?
I promise to come.
In other future contexts Will I…? is used, e.g. Will I need my Can I borrow your car?
passport? NOT Shall I need my passport? It’ll never happen.
In the past, shall was always used instead of will in the first Please practise the sentences.
person singular and plural. Today, will is commonly used Second syllable
We’ll decide later.
for all persons, and shall is mainly used in offers (Shall I turn I don’t agree.
on the heating?) and suggestions (Shall we get a taxi?). When do you arrive?
They complain about everything.
e 6.10   Focus on the example sentences and play the It’ll depend on the weather.
audio for Sts to listen and repeat. Encourage them to copy Don’t forget your keys.
the rhythm. Then go through the rules with the class. Let’s invite her.
Now focus on the exercises for 6B on p.223. Sts do the Which do you prefer?
You’ll receive it in a week.
exercises individually or in pairs.
Can you repair this, please?
Check answers, getting Sts, in pairs, to read the full
sentences.

6B 85

4037631 EF4e Pre-Int TG Spain.indb 85 04/12/2018 17:22


c e 6.12   Tell Sts that this time they will only hear the verbs
and they must listen and repeat them. Either tell Sts to e 6.13
look at the list of verbs in a, or get them to close their 1 A Are you feeling better?
B Yes, I think I’ll go back to work tomorrow.
books.
2 A The shirt you bought me is too small.
Play the audio for Sts to practise saying the verbs, making B Don’t worry. I’ll take it back to the shop and change it. I still
sure they stress them clearly. have the receipt.
3 A Hi, Jack. It’s me, Karen.
e 6.12 B I can’t talk now, I’m driving. I’ll call you back in fifteen minutes.
decide, offer, promise, agree, arrive, borrow, complain, depend, 4 A That’s my pen you’re using!
forget, happen, invite, practise, prefer, receive, repair B Is it? Sorry. I’ll give it back in a minute.
5 A Can you lend me twenty pounds? I’ll pay you back next week.
EXTRA CHALLENGE   Divide the class into small groups. Tell
B OK – here you are.
6 A Where did you buy those shoes?
Sts you are going to give them a verb from a, and in their B I got them online, but they’re too big. I think I’ll send them
groups they must write a sentence as quickly as possible, back.
using the verb. The sentence must have a minimum of
five words in it. When they are ready, they should read Get Sts to practise the conversations in pairs.
the sentence out loud. If the sentence is correct and their d MEDIATION ACTIVITY   Focus on the Giving examples and
pronunciation is good, they get a point. reasons box and go through it with the class.
d Give Sts time to complete sentences 1–5 in their own Now focus on the task and make sure that Sts understand
words. the questions.
Now put Sts in pairs and get them to read their sentences Put Sts into groups of three or four and get them to
to each other. discuss 1–6.
Find out if anyone wrote exactly the same as their partner. Monitor and help while Sts are talking.
FOR SPEAKERS OF SPANISH   Online Practice Pronunciation: Get some feedback from the class.
linking EXTRA SUPPORT   Demonstrate the activity by answering a
couple of questions yourself.
4 VOCABULARY & SPEAKING  verb + back FOR SPEAKERS OF SPANISH   Online Practice Vocabulary:
a Here Sts learn / revise some common verbs with back, verb + back
e.g. go back, pay (somebody) back. Focus on the question
and elicit the answer.
come back = to return to a place

Vocabulary notes
The key thing for Sts to understand is that by adding back
to a verb, they are adding the sense of ‘returning’
an action.
You may want to point out that the object pronoun
(it, them, etc.) goes between the verb and back, e.g. give it
back, send them back. Word order with these kinds of verbs
+ prepositions / adverbs (phrasal verbs) is dealt with in
detail in 10B.
Other verbs + back that you could also teach are get back
(get to somewhere = arrive; get back somewhere = return to
where you started from), write back, walk back, etc.

b Focus on the phrases in the list. Demonstrate give back


by giving something to a student and then saying Give it
back, please.
Give Sts a couple of minutes to read 1–6 and complete
them with a phrase from the list.
c e 6.13   Play the audio for Sts to listen and check.
Check answers.
1  go back   ​2  take it back   ​3  call you back   ​4  give it back   ​
5  pay you back   ​6  send them back

86 6B
4037631 EF4e Pre-Int TG Spain.indb 86 04/12/2018 17:22
6C The meaning of dreaming
G   review of verb forms: present, past, and future Focus on the pictures and ask Sts what they can see. Elicit
V  modifiers that the pictures show an owl, champagne, a woman
P   the letters ea playing the violin, feet, people at a party, and flowers.
Play the audio and get Sts to number the pictures 1–6 in
the correct order.
Lesson plan Get Sts to compare with a partner, and then check answers.
The final lesson in File 6 provides a consolidation of the verb
EXTRA SUPPORT   Read through the scripts and decide if you
forms studied in the first half of the book. Present, past, and
need to pre-teach any new lexis before Sts listen.
future forms are revised through the context of interpreting
dreams. Although the lesson provides a light-hearted look 1  party  ​2  champagne  ​3  flowers  ​4  violin player   ​5  owl  ​
at dreams, the symbols and their interpretations have 6  feet
been taken from serious sources. Sts begin by listening
to a psychoanalyst interpreting a patient’s dream. After
focusing on and revising different forms which are used e 6.14
Dr = Dr Melloni, P = patient
in the conversation, Sts get the chance to ask and answer
Dr So, tell me, what did you dream about?
questions using all the verb forms they have studied. Then P I was at a party. The room was full of people.
there is a vocabulary focus on modifiers like quite, really, Dr What were they doing?
and incredibly. In Pronunciation Sts look at the possible P They were drinking and talking.
pronunciations of the letters ea, and the lesson ends with a Dr Were you drinking?
P Yes, I was drinking champagne.
video listening about the meaning of dreams.
Dr And then what happened?
P Then suddenly I was in a garden. There were a lot of flowers.
More materials for speakers of Spanish Dr Flowers, yes…What kind of flowers?
For teachers on Oxford Premium P I couldn’t see – it was a bit dark. And I could hear music –
somebody was playing the violin.
Photocopiables Dr The violin? Go on.
Grammar  review of verb forms: present, past, and future P And then I saw an owl, a really big owl in a tree…
Communicative  Talk about it Dr How did you feel? Were you frightened of it?
Resources P No, not frightened, really, no – but I remember I felt incredibly
cold. Especially my feet – they were freezing. And then I woke up.
Video  What do our dreams really mean? Dr Your feet? Mmm, very interesting, very interesting. Were you
Tests for Escuelas Oficiales de Idiomas wearing any shoes?
Wordlists and additional teacher resources P No. No, I wasn’t.
For students Dr Tell me, have you ever had this dream before?
P No, never. So what does it mean, Doctor?
Workbook 6C
Online Practice  6C c Focus on the conversation and give Sts a few minutes to
Plus extra Pronunciation for speakers of Spanish: read it.
contractions Play the audio again for Sts to complete the gaps. You
Grammar and Vocabulary Pocket Book may need to pause the audio to give Sts time to write the
missing words.
OPTIONAL LEAD-IN (BOOKS CLOSED)  Check answers.
Ask Sts if they had any dreams last night. If they say Yes, elicit
from three or four Sts what they dreamed about (just the 1  doing  ​2  talking  ​3  drinking  ​4  were  ​5  couldn’t   ​
subject, not the details), e.g. I dreamed I was falling / about 6  playing  ​7  saw  ​8  feel  ​9  remember  ​10  woke up   ​
11  wearing  ​12  had  ​13  mean
my exams. Write the dreams on the board and quickly ask
the class if they know what the dreams mean. Accept any
EXTRA CHALLENGE   Get Sts to try to complete the missing
reasonable explanations, and tell them they are going to find
words before they listen. Don’t tell them whether their
out more about the meaning of dreams in the lesson.
guesses are right or wrong.
d Tell Sts that they are going to try to understand the man’s
1 LISTENING
dream. In pairs, they must match the things in his dream
a Books open. Focus on the four questions. Put Sts in pairs in the You dream… column to interpretations 1–5 in
and get them to discuss the questions. This means….
Get some feedback from various pairs. You could answer a Get Sts to compare with a partner.
couple of questions too.
b e 6.14   Focus on the instructions. Check Sts know the
meaning of psychoanalyst and patient. Model and drill
their pronunciation /ˌsaɪkəʊˈænəlɪst/ and /ˈpeɪʃnt/.

6C 87

4037631 EF4e Pre-Int TG Spain.indb 87 04/12/2018 17:22


e e 6.15   Focus on the task and play the audio for Sts to
listen and check. e 6.16
P Well, yes, what I really want to know is: does this person, this
Check answers. woman…love me?
that you are at a party 2 Dr You remember the end of your dream? You were feeling cold?
P Yes, my feet were very cold.
that you are drinking champagne 5
Dr Well…I think perhaps you already know the answer to your
about flowers 1 question.
that somebody is playing the violin 3 P You mean she doesn’t love me.
about an owl 4 Dr No, I don’t think so. I think you will need to find another woman.
I’m sorry. Perhaps you can find someone…

e 6.15 EXTRA SUPPORT   If there’s time, you could get Sts to listen
(script in Student’s Book on p.208)
Dr = Dr Melloni, P = patient
again to both parts with the scripts on p.209, so they can see
P So what does it mean, Doctor? exactly what they understood / didn’t understand.
Dr Well, first the party. A party is a group of people. This means that Translate / Explain any new words or phrases.
you’re going to meet a lot of people. I think you’re going to be
very busy.
P At work? 2 GRAMMAR  review of verb forms
Dr Yes, at work…You work in an office, I think? a Look at the sentences and explain that they come from
P Yes, that’s right. the listening, and are examples of the different tenses and
Dr I think the party means you're going to have a lot of meetings.
P What about the champagne?
forms Sts have studied so far.
Dr Let me look at my notes again. Ah yes, you were drinking Elicit which one is in the present perfect (3). Then give
champagne. Champagne means a celebration. It’s a symbol Sts, in pairs, a few minutes to decide what time the other
of success. So we have a meeting or meetings, and then a sentences refer to.
celebration. Maybe in the future, you’ll have a meeting with your
boss, about a possible promotion? Check answers.
P Well, it’s possible. I hope so…What about the garden and the
flowers? Do they mean anything? 1  P  ​2  P  ​3  PP  ​4  F  ​5  PR  ​6  F  ​7  PR  ​8  F
Dr Yes. Flowers are a positive symbol. So, the flowers mean that you
are feeling positive about the future. So perhaps you already b Tell Sts to go to Grammar Bank 6C on p.222.
knew about this possible promotion?
P No, I didn’t. But it’s true – I am very happy at work and I feel very Grammar notes
positive about my future. That’s not where my problems are. My Sts should by now be reasonably confident with the
problems are with my love life. Does my dream tell you anything present simple and continuous, the past simple, and be
about that?
going to. With the new forms and tenses, how quickly they
Dr Mmm, yes, it does. You’re single, aren’t you?
P Yes – well, divorced. assimilate them will depend to a large extent on whether
Dr Because the violin music tells me you want some romance in your they have a similar form in their L1. Don’t over-correct
life – you’re looking for a partner, perhaps? mistakes, but encourage Sts to use these tenses where
P Yes, yes, I am. In fact, I met a woman last month – I really like appropriate and to get the form correct.
her…I think I’m in love with her. I’m meeting her tonight.
Dr In your dream you saw an owl in a tree? e 6.17   Focus on the example sentences and play the
P Yes, an owl…a big owl.
Dr The owl represents an older person. I think you’ll need to ask this
audio for Sts to listen and repeat. Encourage them to copy
older person for help. Maybe this ‘older person’ is me? Maybe you the rhythm. Then go through the rules with the class.
need my help? Now focus on the exercises for 6C on p.223. Sts do the
P Well, yes, what I really want to know is: does this person, this exercises individually or in pairs.
woman…love me?
Check answers, getting Sts to read the full sentences.
EXTRA SUPPORT   Play the audio again, pausing after each bit a 1 Do you often remember your dreams?
of interpretation, and elicit as much information as possible 2 Did you watch the match last night?
from the class. 3 Who do you think will win the election next year?
4 Have you been to the supermarket?
f e 6.16   Elicit a few ideas from Sts about the meaning of 5 Does your brother like rock music?
picture 6 (the feet). You could write some of the ideas on 6 What are you going to watch on TV tonight?
the board. 7 Was it snowing when you left?
Now play the audio for Sts to listen. 8 Were you at the party last night?
9 Has the film finished yet?
Check the answer.
b 1 We’re having dinner with Jack and Mary.
The woman doesn’t love him. 2 But we had dinner with them last week!
3 Yes, but they want to tell us some good news.
4 Shall I buy some champagne?
5 Where have you been?
6 When I was walking home…
7 I decided to buy…
8 And then I saw Mark in the shop…
9 We’re going to be / are late!
10 I’ve already booked a taxi…
11 I’ll be ready in five minutes.

88 6C
4037631 EF4e Pre-Int TG Spain.indb 88 04/12/2018 17:22
Tell Sts to go back to the main lesson 6C. 5 PRONUNCIATION  the letters ea
EXTRA SUPPORT   If you think Sts need more practice, you
Pronunciation notes
may want to give them the Grammar photocopiable
activity at this point. The combination of vowels ea has several possible
pronunciations.
The most common is /iː/, e.g. speak. /e/ is less common,
3 SPEAKING e.g. breakfast. /eɪ/ is very rare, and the only common ea
MEDIATION ACTIVITY   Put Sts in pairs, A and B. Tell Sts to
words with this sound are great, break, and steak.
go to Communication Revision questionnaire, A on
p.190, B on p.197. a Focus on the activity and the chart. Elicit the six sound
Go through the instructions with them carefully and make picture words and the sounds: tree /iː/, egg /e/, train /eɪ/,
sure Sts know what they have to do. You could tell Sts that chair /eə/, ear /ɪə/, and bird /ɜː/.
the questions practise all the tenses they have studied so Now tell Sts to put the words in the list in the correct
far, and that each student has one question for each tense. column. Remind Sts that this kind of exercise is easier to
Give Sts time to interview each other, making sure they do if they say the words aloud.
ask for more information. Get Sts to compare with a partner.
Monitor and help while Sts are talking. b e 6.19   Play the audio for Sts to listen and check.
Get some feedback from the class. Check answers.
Tell Sts to go back to the main lesson 6C.
e 6.19
4 VOCABULARY modifiers tree /iː/ dream, mean, beach, clean, easy, jeans, meat, speak
a In this activity Sts revise / learn some useful modifiers. egg /e/ already, breakfast, sweater, weather
Focus on the two examples in the chart. train /eɪ/ break, great
chair/eə/ wear
Now make sure Sts understand that they have to
ear /ɪə/ really, clear, dear, hear, idea, near, theatre
complete the chart with the words in the list in order. Elicit
bird /ɜː/ earn, learn
the first one (incredibly) from the whole class.
b e 6.18   Play the audio for Sts to listen and check. Then play it again, pausing after each word or group of
Check answers. words for Sts to listen and repeat.
Now ask Sts what the most common pronunciation of the
incredibly
letters ea is.
really
The room was very dark. /iː/
quite
Finally, ask them what the most common pronunciation
a bit
of the letters ear is.
not very
/ɪə/

e 6.18 EXTRA SUPPORT   If these sounds are difficult for your Sts,
1 The room was incredibly dark. it will help to show them the mouth position. You could
2 The room was really dark.
3 The room was very dark.
model this yourself or use the the Sound Bank videos on
4 The room was quite dark. Online Practice.
5 The room was a bit dark.
c e 6.20   Tell Sts they are going to hear four sentences and
6 The room was not very dark.
they must write them down.
Focus on the a bit information box and go through it with Play the audio once for Sts just to listen.
the class. Now play the audio again, pausing after each sentence to
give Sts time to write. Check answers.
Vocabulary notes
You may want to highlight that: e 6.20
• incredibly /ɪnˈkredəbli/ has the stress on the second 1 What does my dream about the beach mean?
2 We've already had breakfast.
syllable 3 Great – it's time for a break!
• really is a little stronger than very. Compare She’s very 4 Oh dear! I hear nobody likes your idea.
well and She’s really well
• quite means an intermediate amount – neither a lot nor Finally, put Sts in pairs and get them to practise saying the
a little sentences.
EXTRA CHALLENGE   Put Sts in pairs and get them to write
c Give Sts time to complete the sentences so that they
three more sentences with the words in a. They should then
are true for them, and then get them to compare their
practise saying the sentences. You could then get pairs to
answers with a partner.
swap sentences and practise saying the new sentences.
Get some feedback from the class.
FOR SPEAKERS OF SPANISH   Online Practice Pronunciation:
contractions

6C 89

4037631 EF4e Pre-Int TG Spain.indb 89 04/12/2018 17:22


6 r VIDEO LISTENING Dream eight: You're late for a meeting or appointment.
Dreaming that you're late for a meeting represents your worry
a Tell Sts that they're going to watch a film about common about taking a different direction in your life. Perhaps you’re not one
dreams and what they mean. hundred per cent confident about making a change. This dream
Play the video once the whole way through. can also mean that you feel like you don’t have enough time to get
something done.
Get Sts to compare their ideas with a partner, and then
Sometimes, dreams come true, but more often, they don't.
check the answers. Sweet dreams!
EXTRA SUPPORT   Read through the script and decide if you
need to pre-teach any new lexis before Sts watch. b Give Sts time to read the sentences, making sure they
understand them.
The dreams with a good meaning are: Then play the video again for Sts to complete the
- Dream 4, your life is successful (this dream can also have a bad
sentences. You could pause after each dream to check
meaning).
answers.
- Dream 5, you’re in love.
- Dream 7, you’re having an exciting time in your life. EXTRA CHALLENGE   First put Sts in pairs and ask them to try
to complete the meanings of the dreams from memory.
Then play the video again. Ask students to check there
What do our dreams really mean?
Meet Tom. Like everyone, Tom likes to get a good night’s sleep. And
answers and make a note of any extra information about
like us all, Tom has about five separate dreams every night. These each dream.
dreams can last between fifteen and forty minutes. According to Get some feedback from various pairs.
experts, our dreams tell us who we are, what we need, and what we
believe in, so, for Tom and for everyone else, here is a guide to the Dream 1 decision, friend
most common dreams and their meanings. Dream 2 journey, talk
Dream one: someone is running after you. Dream 3 confidence, ability
If you have this dream, it means something is worrying you in real Dream 4 successful, future
life. Something like a difficult decision or a difficult situation with Dream 5 strong, love
a friend or a colleague. People often have this dream again and Dream 6 life, help
again until they make the decision or deal with the situation that is Dream 7 exciting, possibilities
worrying them.
Dream 8 direction, time
Dream two: you can't find something you need.
Dreaming about losing something and trying to find it again is
EXTRA SUPPORT   If there’s time, you could get Sts to watch
surprisingly common. It usually means that you’re worried about
something stressful that you need to do soon, like going on a again with subtitles, so they can see exactly what they
long journey or giving a talk in public. In these situations, people understood / didn’t understand. Translate / Explain any new
sometimes dream about losing their passport or tickets, or losing words or phrases.
their notes or memory stick.
Dream three: you're unprepared for an exam. c Ask Sts to discuss the questions in groups or as a class.
This one is common for young adults or children who are under Get some feedback from various Sts.
stress, and it can feel very real – sometimes you can wake up sure
that you’ve just failed an important exam or test. If you’re not doing
any exams in real life, this dream could mean that you don’t have
enough confidence in your ability to do something.
Dream four: you're flying or falling.
Another very common dream is the flying dream. Sometimes people
dream that they are in control. If you feel in control, it means that
your life is successful – perhaps you’ve just passed an important
exam, or your boss has given you a promotion.
But usually, people dream that they're out of control, and falling. This
means the opposite – your life isn’t going well, and you’re worried
about what’s going to happen in the future.
Dream five: you're underwater.
If you dream that you’re underwater, but you’re feeling happy and
comfortable and you can still breathe, it could mean you have very
strong feelings for someone. You’re probably in love!
Dream six: you're in an out of control vehicle.
A dream about cars is a dream about your direction in life. If you
dream that you’re driving, and you lose control of your car, you
probably feel that your life is out of control.
If somebody you know is driving, then perhaps you feel that they
have problems in their life, and need your help.
Dream seven: you find a new room in your house.
This dream means that you’re having an exciting time in your life,
and you’re discovering new possibilities. If the room is white, it
means you want to make a new beginning in your life.

90 6C
4037631 EF4e Pre-Int TG Spain.indb 90 04/12/2018 17:22
5&6 Revise and Check
For instructions on how to use these pages, see p.40. CAN YOU understand these people?
More materials for speakers of Spanish 1  b  ​2  c  ​3  c  ​4  b  ​5  a
For teachers on Oxford Premium
Resources e 6.21
Video  Can you understand these people? 5&6 1
Quick Test 6 I = interviewer, K = Katelyn
File 6 Test I Do you have more free time than three years ago?
K I actually definitely do have more free time than I did a couple
Progress Test Files 1–6 of years ago, so I actually just graduated from college. This is my
Tests for Escuelas Oficiales de Idiomas first year working full time, so working nine to five frees up your
Wordlists and additional teacher resources evenings, so definitely more free time than before.
For students 2
I = interviewer, S = Susie
Online Practice  Check your progress
I What’s the most beautiful city you've ever been to?
S That’s such a good question. Um, I think probably Athens.
I Why?
GRAMMAR S It’s, it's just, it’s absolutely gorgeous – the Acropolis, the
Parthenon, the sights are beautiful. Yeah, it’s the best place to go.
1  a  2  c  3  a  4  b  5  c  6  c  7  b  8  a  9  b  10  b  
11  a  12  c  13  a  14  b  15  b 3
I = interviewer, A = Anna
I What do you drink in a typical day?
VOCABULARY A In a typical day I usually just drink, er, a lot of coffee and water,
sometimes juice.
a I Is there anything you drink too much of?
1  Two thirds   ​2  five hundred and fifty   ​3  lend   A I probably drink too much coffee.
I Is there anything you don’t drink enough of?
​4  coming back   ​5  teaching
A I don’t drink enough water most days, but I’m trying to get better.
b
4
1  sell  ​2  pull  ​3  forget  ​4  fail  ​5  lose
I = interviewer, L = Laura
c I Are you an optimist or a pessimist?
1  crowded  ​2  safe  ​3  noisy  ​4  south  ​5  museum  ​ C I am a realist. Um, yeah, more pessimistic than optimistic.
6  palace  ​7  harbour  ​8  bones  ​9  heart  ​10  disease 5
d I = interviewer, P = Paula
1  Very  ​2  incredibly  ​3  bit  ​4  really  ​5  quite I Do you often dream about the same thing?
P Yes, I do. I had a really, really awful teacher at high school for
history, and she was always really mean. And when I finished high
PRONUNCIATION school, I always dreamed that she would say, ‘You will never pass
your A levels’. And now I always dream of the same teacher from
c high school telling me, ‘You will never finish your degree,’ so that’s
1  better /ə/    ​2  many /e/  ​3  enough /f/  ​4  why /w/  ​ kind of weird, yeah.
5  wear /eə/
d
1  impatient  ​2  easiest  ​3  optimist  ​4  depend  ​5  forget

CAN YOU understand this text?


a
She shouted ‘Tell them about the dream’ when he was speaking
in Washington.
b
1  E  ​2  A  ​3  C  ​4  F  ​5  B  ​6  D

Revise and Check 91

4037631 EF4e Pre-Int TG Spain.indb 91 04/12/2018 17:22


7A First
1A Welcome
day nerves
to the class
G   uses of the infinitive with to 1 READING  text coherence / understanding
V   verbs + infinitive: try to, forget to, etc. content words
P   weak form of to, linking a Books open. Focus on the task and the two sentence
beginnings. Give Sts time to think, then either put Sts in
pairs or do this as a whole-class activity.
Lesson plan If Sts worked in pairs, get some feedback and write it on
The context of this lesson is advice on how to ‘survive’ the board in two columns.
stressful situations such as the first day in a new job. The
b If you didn’t do the Optional lead-in, focus on the title of
material is based on information on a website called lifehack
the article and make sure Sts know the meaning of survive
which gives ‘tips for life’. The lesson begins with Sts reading
(= to continue to live in or after a difficult time).
some useful advice on what to do and say (and not do and
say) when you start a new office job. They then listen to two Now tell Sts to read the article from a newspaper to see
people describing their first day at work and see how they if their advice is included in the article. Tell them not to
got on. In Vocabulary, the focus is on some high frequency worry about the gaps.
verbs which are followed by the infinitive form, and in Elicit from the class which tips on the board are
Grammar, Sts learn when to use the infinitive form with to mentioned in the article.
(after certain verbs, after adjectives, etc.). Sts also read and EXTRA SUPPORT   Before Sts read the article the first time,
re-tell two more How to… texts (surviving meeting your check whether you need to pre-teach any vocabulary.
partner’s parents for the first time and surviving a first date).
c Get Sts to read the article again and this time to complete
In Pronunciation and Speaking, Sts practise the weak form of
gaps 1–7 with tips A–G. You could quickly go through the
to in phrases using an infinitive and linking. Finally, in Writing
tips to make sure Sts understand all the lexis.
they write some tips of their own on a different subject.
Get Sts to compare with a partner, and then check answers.
More materials for speakers of Spanish
1  D  ​2  B  ​3  A  ​4  C  ​5  G  ​6  F  ​7  E
For teachers on Oxford Premium
Photocopiables Deal with any other new vocabulary. Model and drill the
Grammar  uses of the infinitive with to pronunciation of any tricky words.
Communicative  I’m going to tell you about… EXTRA IDEA   Get Sts to underline the important content
Resources words in A–G, i.e. nouns and verbs. Then quickly read the
Tests for Escuelas Oficiales de Idiomas article again and match the tips to the correct section.
Wordlists and additional teacher resources d Do this as a whole-class activity.
For students
Workbook 7A 2 LISTENING
Online Practice 7A !   Track 7.1 is a long listening with two stories. You could do
Plus extra Vocabulary for speakers of Spanish: work each story separately if you prefer.
Grammar and Vocabulary Pocket Book a e 7.1   Tell Sts they are now going to listen to two people,
Simon and Claire, describing their first day at a new job.
OPTIONAL LEAD-IN (BOOKS CLOSED) They must listen to see what problems they had.
Write HOW TO SURVIVE… on the board in big letters. Tell Sts Play the audio once the whole way through.
that there are websites giving people advice about how to
Get Sts to compare with a partner, and then check answers.
survive stressful situations in daily life. Then elicit from Sts
stressful situations that they would like to read advice for, EXTRA SUPPORT   Read through the script and decide if you
and write them on the board. need to pre-teach any new lexis before Sts listen.
You may want to give them a few ideas to start them off, Simon was wearing the wrong clothes (a suit).
e.g. a week of exams, a first date, etc. Claire had to teach three-year-olds and couldn’t control them.
Continue until you have five or six situations. Then ask Sts
What advice would you give? and elicit ideas.

92 7A
4037631 EF4e Pre-Int TG Spain.indb 92 04/12/2018 17:22
EXTRA SUPPORT   If there’s time, you could get Sts to listen
e 7.1 again with the script on p.208, so they can see exactly what
(script in Student’s Book on p.208) they understood / didn’t understand. Translate / Explain any
Simon new words or phrases.
When I was about thirty, I got a job as an editor in a publishing
company. It was my first office job, and um I didn’t really know what c Do this as a whole-class activity. You could tell Sts about
to wear, but um for the interview I wore a suit, in fact I bought the your own experience if you have ever had a problem on
suit specially for the interview. I got the job, so I thought that must your first day.
be OK, so um on the first day I went to work wearing a suit and a
tie. I got to work early, um, I wanted to make a good impression,
and I was the first person in the office, so I went in, I found my desk, 3 VOCABULARY & GRAMMAR 
with my name on it, and I sat down and there were a few papers verbs + infinitive; uses of the infinitive with to
and documents for me to read, so I started reading those. I turned
on my computer, and after about ten, fifteen minutes the other Vocabulary notes
people in the office started to arrive and I noticed that nobody else Although Sts are learning these verbs partly in a grammar
was wearing a suit, and I thought, ‘OK it’s not a big problem’. So I context, it’s important to make sure that they’re clear
introduced myself to the other people, I said, ‘Hello, how are you? about what they all mean, e.g. pretend, try, decide, etc., and
Hello, pleased to meet you’ and the next thing someone said to me are also clear about the difference in meaning between
was ‘My computer’s really slow, do you think you know what the
would like and like.
problem is?’ and I said, ‘No, no, not really.’ So then I introduced myself
to somebody else and said, ‘Hello, nice to meet you’ and she replied,
a Here Sts focus on the verbs before the infinitives. Tell Sts
‘Hello, nice to meet you’ and then she said, ‘Do you know how I can
connect my computer to the printer?’ and I said, ‘No, I have no idea not to look at the article and to complete the gaps in 1–4.
how to do that.’ Anyway I went back to work and about half an hour Check answers.
later I had a meeting with my boss, and she said, ‘How’s it going?’
and I said, ‘Yeah, it’s all good, everybody seems really nice. Just one 1  Plan  ​2  Offer  ​3  want  ​4  Try
thing, why does everybody think I can fix their computer?’ and she
looked at me and what I was wearing and she said, ‘It’s your suit. b Tell Sts to go to Vocabulary Bank Verb forms on p.244.
Nobody in this office ever wears a suit, so they think you’re from the Focus on 1 Verbs + infinitive.
IT department and you’ve come to help with a computer problem. Focus on a and get Sts to complete the to + verb column
They’re the only ones who wear suits!' So I never wore it again. with the verbs from the list.
To this day.
e 7.2   Now do b. Play the audio for Sts to listen and
Claire
It was my first day at work as a teacher at a language school, and
check.
they asked me to come the first week of term to observe some Check answers.
teachers, to watch their lessons, and then I was going to start
teaching the following week. But when I arrived there they told e 7.2
me that one of the teachers was ill and they asked me to take the Verb forms 1 Verbs + infinitive
class, and it was three-year-old kids! So I was in a class with about 1 We’ve decided to go to France for our holiday.
ten three-year-olds, who were running around – my boss gave me a 2 Don’t forget to turn off all the lights.
story book to read to them, but the kids couldn’t speak any English. 3 We hope to see you again soon.
I’d never taught – never been trained to teach children that small. I 4 I’m learning to drive. My test is next month.
tried to read the book to two of them, but the others were running 5 I need to go to the supermarket. We don’t have any milk.
6
around shouting and hitting each other, and at the worst possible He offered to help me with my case.
moment, just when all of them were being really noisy and not 7 They’re planning to get married soon.
doing anything I was telling them to, my boss – the director of the 8 He pretended to be ill, but he wasn’t really.
school – opened the door and just looked at me. I felt terrible, but 9 He’s promised to pay me back when he gets a job.
then she said, ‘These children are too young for you, aren’t they?’ and 10 Remember to bring your dictionaries to class tomorrow.
I said, ‘Yes’ – I was nearly crying. Luckily after that she never gave me 11 It was very cloudy and it started to rain.
any classes with really young children, but it was the most stressful 12 I’m trying to find a job, but it’s very hard.
13 I want to catch the six o’clock train.
class I’ve ever tried to teach.
14 I’d like to buy a new car next month.

Now ask Sts which tip from the article in 1 they would
Either use the audio to drill the pronunciation of the
give Simon and Claire.
sentences, or model and drill them yourself. Give further
Simon   Wear smart work clothes, but not too smart. practice of any verbs your Sts find difficult to pronounce.
Claire   Be prepared to have problems. Don’t be afraid to ask for Now do Activation and tell Sts, in pairs, to cover the
help. to + verb column. They must try to remember and say the
full sentences.
b Tell Sts they are going to listen again and this time they
Tell Sts to go back to the main lesson 7A.
must answer questions 1–6. Go through the questions,
making sure Sts understand all the lexis.
Play the audio, pausing after Simon’s story. Then play
Claire’s story.
Get Sts to compare with a partner, and then check answers.
1  C  ​2  C  ​3  S  ​4  S  ​5  C  ​6  B

7A 93

4037631 EF4e Pre-Int TG Spain.indb 93 04/12/2018 17:22


!   The photocopiable vocabulary activity revises both e MEDIATION ACTIVITY   Put Sts in pairs, A and B. Tell Sts to
verbs + infinitive and verbs + gerund, so wait until after the go to Communication How to survive…, A on p.190,
Vocabulary Bank in 7B before using it. B on p.196.
c Tell Sts to focus on sentences A–C from the article and Go through the instructions with them carefully, and
rules 1–3. They must match a sentence with a rule. make sure Sts know what they have to do.
Get Sts to compare with a partner, and then check answers. A and B read their How to survive… articles. Give them
time to try to memorize the information and deal with any
a  2  b  3  c  1 vocabulary problems.
d Tell Sts to go to Grammar Bank 7A on p.224. A then tells B the five tips. Then A and B decide together
which they think is the most important tip.
Grammar notes B now tells A the five tips in his / her article and they
The infinitive has two forms in English: again decide together which is the most important one.
1 work is the form which is given in a dictionary. Sts When Sts have finished, get feedback from some pairs
have seen this used in present simple questions and about which tip they thought was the most important.
negatives, e.g. Do you work?, I didn’t work, and after the EXTRA SUPPORT   Tell Sts that they can look at the headings,
modal verb can. but encourage them to give as much of the extra
2 to work Sts should already be familiar with the infinitive information as they can from memory.
with to used after some verbs such as want and would
like, e.g. I want to come with you. Tell Sts to go back to the main lesson 7A.
f Focus on the task and make sure Sts know the meaning
!   The infinitive of purpose is only used to express a
of appropriate (= suitable, acceptable, or correct for the
positive reason. To express a negative reason we use in particular circumstances). Model and drill pronunciation.
order not to or so as not to, e.g. We took a taxi so as not to Then give Sts time to think about the tips they read or
be late NOT We took a taxi not to be late. At this level it is heard about in Communication.
better not to point this out unless it comes up.
Now ask the class if they think the tips they have read are
e 7.3   Focus on the example sentences and play the appropriate in their country. If not, why not?
audio for Sts to listen and repeat. Encourage them to copy FOR SPEAKERS OF SPANISH   Pocket Book Vocabulary: verbs
the rhythm. Then go through the rules with the class. + infinitive
Now focus on the Infinitive without to box and go
through it with the class.
FOR SPEAKERS OF SPANISH   Online Practice Vocabulary:
work
Then focus on the exercises in 7A on p.225. Sts do the
exercises individually or in pairs. FOR SPEAKERS OF SPANISH   Pocket Book Grammar: uses of
Check answers, getting Sts to read the full sentences. the infinitive with to
a
1  F  ​2  D  ​3  E  ​4  A  ​5  C 4 PRONUNCIATION & SPEAKING 
b weak form of to, linking
1 Nice to meet you
Pronunciation notes
2 What do you want to do tonight?
3 I promise not to be late. Weak form of to
4 Try not to make a noise. The word to is usually unstressed in a sentence (unless it
5 I'd really like to learn a new language. comes at the end of a question, e.g. Who are you talking
6 Be careful not to drive too fast – the roads are icy. to?) and is pronounced as a weak form /tə/, e.g. I never
7 My brother has decided to look for a new job. speak to /tə/ Jane.
8 You don't need to pay to go in.
Linking
EXTRA IDEA   Put Sts into small groups. Get them to try to It’s important for Sts to be aware of the way two
think of at least two answers to each of the questions below, consonant sounds are linked (see information box in
using to + infinitive. the Student’s Book) as this will help them to understand
Why do people...? spoken language when this linking occurs.
– go to parties – go on holidays – go to a gym a e 7.4   Tell Sts to listen to the three sentences and
– get married – learn English especially to how the word to is pronounced.
Tell Sts to go back to the main lesson 7A. Play the audio once for Sts just to listen.
EXTRA SUPPORT   If you think Sts need more practice, you Check answers.
may want to give them the Grammar photocopiable
activity at this point. to isn’t stressed and is pronounced /tə/

e 7.4 
See sentences in Student’s Book on p.99

94 7A
4037631 EF4e Pre-Int TG Spain.indb 94 04/12/2018 17:22
b e 7.5   Focus on the Linking words with the same 5 WRITING
consonant sound box and go through it with the class. In pairs, Sts now write their own How to survive… article.
Now tell Sts they are going to hear ten questions and they First, they must choose one of the three titles and then they
must complete each gap with three or four words. must write at least four tips.
Play the audio, pausing after each question to give Sts When Sts have finished, make sure they check their work for
time to write. Play again if necessary. mistakes.
Get Sts to compare with a partner, and then check Then they could swap articles with another pair.
answers, making sure Sts understand the questions.
EXTRA SUPPORT   Brainstorm suitable headings with the class
1  tried to learn for each title before Sts choose which article to write.
2 how to drive
3 what to wear Possible headings:
4 forgotten to turn off A job interview
5 hoping to go Don’t be late
6 planning to go anywhere Wear the right clothes
7 to work or study Be prepared
8 pretended to be ill Ask questions
9 to learn to cook A party where you don’t know anyone
10 to stay friends Arrive early
Introduce yourself to people
Ask people about themselves
e 7.5
Don’t eat or drink too much
1 Have you ever tried to learn something new and failed?
2 How important is it to know how to drive? A family holiday
3 How long do you usually spend deciding what to wear in the Try not to argue with people
morning? Spend some time on your own
4 Have you ever forgotten to turn off your phone during a class or Help with housework if you’re in a rented flat
concert? Take turns to choose where to go and what to eat
5 Where are you hoping to go for your next holiday?
6 Are you planning to go anywhere next weekend?
7 Would you like to work or study in another country?
8 Have you ever pretended to be ill (when you weren’t)?
9 Do you think it’s important to learn to cook at school?
10 Do you think it’s possible to stay friends with an ex-boyfriend or
girlfriend?

c This speaking activity reinforces the pronunciation


presented in a, as well as the grammar.
Put Sts in pairs, A and B. A asks the first five questions to
B, who answers giving as much information as possible.
Then B asks the next five questions to A.
Get feedback from the class.
EXTRA SUPPORT   Get Sts to choose questions to ask you
first. Encourage them to ask follow-up questions for more
information. You could write a few question words, e.g. WHY?
WHEN?, etc. on the board to remind them.

7A 95

4037631 EF4e Pre-Int TG Spain.indb 95 04/12/2018 17:22


7B Happiness is…
G   uses of the gerund (verb + -ing) 1 VOCABULARY & GRAMMAR  verbs + gerund;
V   verbs + gerund: like, can’t stand, etc. uses of the gerund
P  -ing, the letter o
Vocabulary notes
Although Sts are learning these verbs partly in a grammar
Lesson plan context, it’s important to make sure that they’re clear
Cartoons about happiness posted on Instagram by two about what they all mean, e.g. go on (= continue), feel like
well-known illustrators provide the context for Sts to learn (want to have or do sth), etc.
three common uses of the verb + -ing form (often called the
a Books open. Put Sts in pairs and get them to discuss the
gerund).
questions. You could answer the questions yourself first.
The lesson begins with the cartoons which lead Sts into
Get some feedback from various pairs.
Vocabulary and Grammar by focusing on common verbs
which are followed by the gerund and other uses of the EXTRA SUPPORT   Do this as a whole-class activity.
gerund. This is followed by a Listening and Speaking activity b Focus on the text and Instagram posts. You may want to
about the Bank of Happiness in Tallinn, Estonia, and Sts pre-teach some vocabulary, e.g. a hot tub, to illustrate sth,
listen to an interview with the founder of the bank, Airi Kivi. draw – drew, etc. or you may prefer to deal with these in
In Pronunciation, Sts look at the six pronunciations of the context after Sts have read the text. Tell Sts to read the text
letter o and the /ŋ/ sound. The lesson ends with a speaking once and then tick the cartoons they agree with most.
activity, in which Sts talk about things they love / like / don’t
Get some feedback. You could tell Sts which ones you
mind, etc., doing.
agree with most.
More materials for speakers of Spanish c Do this as a whole-class activity.
For teachers on Oxford Premium We use the -ing form after finish.
Photocopiables
Grammar  infinitives with to or verb + -ing? Elicit any other verbs Sts know which take the -ing form,
Communicative  Questions with gerunds e.g. like, love, hate, mind, etc.
Vocabulary  Verbs + infinitive to and verbs + -ing d Here Sts learn some other common verbs which take the
Resources gerund. Tell Sts to go to Vocabulary Bank Verb forms
Tests for Escuelas Oficiales de Idiomas on p.244 and look at 2 Verbs + gerund (verb + -ing).
Wordlists and additional teacher resources Focus on a and get Sts to complete the gerund column
For students with the verbs from the list.
Workbook 7B e 7.6   Now do b. Play the audio for Sts to listen and check.
Online Practice  7B Check answers.
Plus extra Vocabulary and Pronunciation for speakers of
e 7.6 
Spanish: happiness; /ɔː/, /uː/, /ʊ/ Verbs + gerund
Grammar and Vocabulary Pocket Book 1 I enjoy reading in bed.
2 Have you finished tidying your room?
OPTIONAL LEAD-IN (BOOKS CLOSED)   3 I want to go on working until I’m seventy.
4 I hate being late when I’m meeting someone.
Write the following words on the board:
5 I like having breakfast in a café.
HAPPY  SAD  DARK  WEAK 6 I love waking up on a sunny morning.
7 I don’t mind doing the ironing. It’s quite relaxing.

Ask Sts what part of speech these are, and elicit that they are
8 She spends hours talking on the phone.
adjectives. Then tell Sts that by adding four letters to the end 9 It started raining at five thirty in the morning.
of these adjectives, you make them into nouns, and see if 10 Please stop making such a noise. I can’t think.
anyone comes up with -ness. Write the nouns on the board 11 I don’t feel like cooking today. Let’s go out for lunch.
(happiness, sadness, etc.), and model and drill pronunciation.
You could also teach a few more -ness nouns from other Now either use the audio to drill the pronunciation of the
adjectives Sts know, e.g. kindness, laziness, tidiness, etc. sentences, or model and drill them yourself. Give further
practice of any verbs your Sts find difficult to pronounce.
Remind Sts that I don’t mind (doing something) = although
I don’t enjoy it, it isn’t a problem for me. Point out the
asterisk by start and tell Sts that it can be used with a
gerund or infinitive with no difference in meaning, e.g. It
started raining or It started to rain.
Now do Activation and tell Sts, in pairs, to cover the
gerund column. They must try and remember the full
sentences.
Tell Sts to go back to the main lesson 7B.
96 7B
4037631 EF4e Pre-Int TG Spain.indb 96 04/12/2018 17:22
EXTRA SUPPORT   If you think Sts need more practice, you h When Sts have finished writing, put them in small groups
may want to give them the Vocabulary photocopiable (of three or four). Tell Sts to read their sentences to the
activity at this point. rest of their group. When they have finished reading all of
e Focus on the task. Either put Sts in pairs or do this as a them, they should give their opinion.
whole-class activity. Get some feedback from various groups. If Sts have
If Sts worked in pairs, check answers. illustrated their work, you could put it up on the wall.
FOR SPEAKERS OF SPANISH   Online Practice Vocabulary:
1  without asking   ​2  parking, fitting, finding, sitting, landing,
happiness
reading  3  not having to
FOR SPEAKERS OF SPANISH   Pocket Book Vocabulary: verbs
f Tell Sts to go to Grammar Bank 7B on p.224. + gerund
Grammar notes FOR SPEAKERS OF SPANISH   Pocket Book Grammar: uses of
It is very likely that in your Sts’ L1 an infinitive form will be the gerund
used in places where English uses an -ing form.
!   In British English it is much more common to use a 2 LISTENING & SPEAKING 
gerund after like, love, and hate especially when you are a Focus on the task and elicit ideas from the class.
speaking about general likes and dislikes. However, an
b e 7.8   Tell Sts they are going to listen to a radio interview
infinitive can often be used without any real difference in
with Airi Kivi, the woman who started the bank. They must
meaning, and US English uses the infinitive.
listen and choose which description 1–3 best explains
Spelling rules how the bank works.
You may want to point out that two-syllable verbs which Play the audio once the whole way through.
are stressed on the last syllable also double the final Check the answer.
consonant, e.g. begin – beginning, prefer – preferring.
EXTRA SUPPORT   Read through the script and decide if you
!  travel – travelling is an exception: it is stressed on the need to pre-teach any new lexis before Sts listen.
first syllable, but doubles the final consonant.
3  You help somebody, and then somebody else helps you.
Gerund or infinitive?
Sts are asked to discriminate between the gerund and
infinitive in the second exercise in the Grammar Bank. e 7.8 
Before doing it you could get Sts to quickly look again at (script in Student’s Book on p.209)
the rules for both (see Grammar Bank 7A p.224). P = presenter, A = Airi
P The capital city of Estonia, Tallinn, is one of the most beautiful
!  Remind Sts that like is usually followed by the gerund, cities on the Baltic coast. It's one of the world’s ‘smart cities’, which
e.g. I like travelling, but would like is followed by the means that technology plays an important role in people’s lives
infinitive, e.g. I would like to travel around the world. and in business. But some people in Tallinn are using the internet
for something very unusual. It’s called the Bank of Happiness, but
e 7.7   Focus on the example sentences and play the it’s a very different kind of bank. Nobody pays money into the
bank, and the bank doesn’t lend money to anybody. Instead, the
audio for Sts to listen and repeat. Encourage them to Bank of Happiness is a forum where thousands of people from
copy the rhythm. Then go through the rules with the Estonia, and other countries too, connect with each other, and
class. they offer or receive services completely free of charge.
Now focus on the exercises for 7B on p.225. Sts do the Here’s how it works: you register and then you post what you're
offering or what you need – it’s really easy. For example, people
exercises individually or in pairs.
offer to do the shopping for somebody, or walk their dog.
Check answers, getting Sts to read the full sentences. Other people post things like ‘I need someone who can fix my car’
or ‘Can anybody translate an email into French for me?’
a 
But the most important thing is that nobody pays any money.
1  swimming   2  practising  3  remembering  4  Teaching  
Everything is free.
5  messaging  6  not knowing   7  Travelling  8  studying The bank was started over five years ago by a thirty-nine-year-old
b  Estonian woman called Airi Kivi. She's a psychologist and a family
1  Doing  2  to pay   3  to park   4  giving  5  to get   therapist, and her goal was to make people think and act with
6  raining  7  cooking, doing   8  getting up their hearts.
A I thought, we need something like this Bank of Happiness, where
Tell Sts to go back to the main lesson 7B. people can meet each other and help each other – do something
cool. The Estonian economy was also having problems at the
EXTRA SUPPORT   If you think Sts need more practice, you time. A little bit later, I thought, wow, the Bank of Happiness is
may want to give them the Grammar photocopiable perfect for this economic crisis. A lot of people are unemployed
activity at this point. and they can use our bank.
In the Bank of Happiness people don’t need to pay each other
g Tell Sts they are going to write a sentence similar to the back. For example, a teenager will do the shopping for his old
ones in 1b. Write HAPINESS IS… on the board and tell Sts neighbour, and maybe the neighbour can’t do anything for him
they should write between five and ten words about their in return. But then perhaps the neighbour will post a comment
idea of happiness. on the site and tell people about what the teenager did, and then
another person, who sees this, will probably do something to
EXTRA IDEA   If your Sts like drawing, you could ask them to help the teenager. The principle of the bank is that it’s not money
illustrate their text. and things that make people happy. What really makes them
happy is doing things for other people.

7B 97

4037631 EF4e Pre-Int TG Spain.indb 97 04/12/2018 17:22


c Give Sts time to read the six multiple-choice questions c e 7.10   Focus on the pairs of words in 1–4 and make sure
and make sure they understand all the lexis. Sts know what they mean.
Then play the audio again for Sts to listen and choose the Tell Sts they are going to hear all the words and they
correct answer. Play the audio again if necessary. should try to notice the difference between them.
Check answers. Now play the audio once the whole way through for Sts
just to listen.
1  a  ​2  b  ​3  c  ​4  a  ​5  b  ​6  c
e 7.10 
EXTRA SUPPORT   If there’s time, you could get Sts to listen See words in Student’s Book on p.101
again with the script on p.209, so they can see exactly what
they understood / didn’t understand. Translate / Explain any d e 7.11  Tell Sts they are going to hear one of the words
new words or phrases. in each group in c used in a sentence. They just have to
d Focus on the three questions and give Sts time to think of decide if it is a or b.
their answers. Play the audio once the whole way through, pausing after
Put Sts in pairs and get them to discuss the questions. each sentence. Play it again if necessary.
Get some feedback from various pairs. Check answers.
1  b bank   ​2  a thing   ​3  b sink   ​4  a ping
3 PRONUNCIATION -ing, the letter o
Pronunciation notes e 7.11 
-ing 1 The news about the bank really surprised me.
2 One thing I hate about supermarkets is queuing.
-ing at the end of a word, as in the gerund, is always 3 Please could you put the dirty dishes in the sink?
pronounced /ɪŋ/. Sts often need practice making this 4 I think you have a message. I just heard your phone ping.
sound as they may not have it in their language.
the letter o EXTRA SUPPORT   Write some words on the board for each
Sts often have problems with the different pronunciations sentence to help Sts, e.g. 1 NEWS, BANK, SURPRISED; 2 HATE,
of going and doing. This exercise focuses on the two most SUPERMARKETS. QUEUING, etc. Then play the audio again,
common pronunciations of the letter o, /ɒ/ (e.g. clock) pausing after each sentence for Sts to listen and repeat.
and /əʊ/ (e.g. phone), and two less common ones, /ʌ/ (e.g.
EXTRA SUPPORT   If these sounds are difficult for your Sts,
mother) and /uː/ (e.g. boot).
it will help to show them the mouth position. You could
Highlight that clock and mother are short sounds, boot is a model this yourself or use the the Sound Bank videos on
long sound, and phone is a diphthong. Online Practice.
a e 7.9  Focus on the sound picture and elicit the word FOR SPEAKERS OF SPANISH   Online Practice Pronunciation:
and sound (singer /ŋ/). /ɔː/, /uː/, /ʊ/
Now focus on the example words next to the sound
picture, e.g. shopping, etc. 4 SPEAKING
Play the audio once for Sts just to listen. a Here Sts get some oral practice of the new vocabulary
and grammar. Focus on the task. Highlight that Sts only
e 7.9 
have to choose five things they want to talk about from
See sound and words in Student’s Book on p.101
the ten possibilities. Give them a minute to choose their
Then play the audio again, pausing after each word for five things.
Sts to listen and repeat. Correct pronunciation and give !   Highlight that dream of is used for daydreaming, i.e.
further practice if necessary. something we would love to do; dream about is used for
b Focus on the sound pictures and elicit the six words and dreaming while actually asleep, e.g. I dreamed about you last
sounds, e.g. phone /əʊ/, horse /ɔː/, etc. night.
Focus on the question and play the audio again, pausing EXTRA SUPPORT   Sts could write down their answers to help
after each word for Sts to match it to a sound. prepare them for the speaking.
EXTRA CHALLENGE   Get Sts to do the matching exercise
b MEDIATION ACTIVITY   Demonstrate the activity by
before they listen again. choosing a few things from the list in a and talking about
Check answers. them yourself. Encourage the class to ask you for more
information, e.g. Why (not)?.
shopping 4    nothing 6    boring 2  
ironing 3    going 1    doing 5
In pairs, A tells B his / her five things and B asks for more
information.
Play the audio again for Sts to listen and repeat. Give more When you think Sts A have finished, get them to swap
practice if these sounds are a problem for your Sts. roles.
Put Sts in pairs and get them to practise saying the words. Monitor and help while Sts are talking. Correct Sts if they
use an infinitive instead of an -ing form.
Get some feedback from the class.
EXTRA IDEA   Get fast finishers to choose more topics to talk
98 7B about.

4037631 EF4e Pre-Int TG Spain.indb 98 04/12/2018 17:22


7C Could you pass the test?
G   have to, don’t have to, must, mustn’t 1 SPEAKING
V   adjectives + prepositions: afraid of, etc. Books open. Here Sts do a short speaking activity based
P   stress on prepositions on their experience of using English. Quickly run through
the questions before Sts start.
Lesson plan Put Sts in small groups and get them to discuss the
questions. Encourage them to use What about you? after
The title and main context of this lesson were inspired by an they have answered.
article in the British press, where an experiment was done to
Get some feedback from various groups about their
see how well someone could learn a foreign language in just
experiences. You could also tell them a little about your
a month. When the month was up, the person travelled to
experience of language learning.
the country itself and carried out a series of tasks to see how
much he had learned.
2 READING  using topic sentences
The lesson begins with Sts speaking about whether they use
English outside the classroom. Then Sts read an article about a Focus on the questions and elicit some opinions from the
British people’s problems learning foreign languages, and class. Try to get a short discussion going if Sts seem to be
an experiment to see how much Spanish a British student, interested in the topic.
Max, could learn in a month. Next is a grammatical focus b Tell Sts that they are going to read an article about a
on verbs expressing obligation: have to / don’t have to and language learning experiment. Make sure Sts understand
must. Then Sts listen to hear how Max got on in Spain when what an experiment means (= a test that you do to find
his course finished and do the challenges themselves. The out what will happen or if sth is true).
Vocabulary and Pronunciation focus is on common verb + First, focus on the Topic sentences box and go through it
preposition combinations, e.g. bad at, afraid of, etc. as well as with the class.
stress on prepositions. In Writing, Sts write a formal email to Now focus on topic sentences A–F and go through them,
a language school asking for information. making sure Sts understand all the lexis, e.g. a Brit.
More materials for speakers of Spanish Give Sts time to read the article and complete the gaps
with the topic sentences. Point out that the first (E) has
For teachers on Oxford Premium been done for them.
Photocopiables Get Sts to compare with a partner, and then check answers.
Grammar  have to, don’t have to, must, mustn’t
EXTRA SUPPORT   Before Sts read the article the first time,
Communicative  In the UK
check whether you need to pre-teach any vocabulary.
Resources
Tests for Escuelas Oficiales de Idiomas 2  D  ​3  F  ​4  B  ​5  C  ​6  A
Wordlists and additional teacher resources
For students c Go through questions 1–6 with the class.
Workbook 7C Give Sts time to read the article again.
Online Practice  7C Get Sts to answer the questions with a partner, and then
Plus extra Pronunciation, and Listening for speakers of check answers.
Spanish: rhythm and stress; Learning English and Spanish 1 Tourists sometimes try to say a few phrases in a foreign
Grammar and Vocabulary Pocket Book language, but stop as soon as they discover that the waiter
speaks English; Many British people who live abroad never
OPTIONAL LEAD-IN (BOOKS CLOSED)   learn the language at all.
Ask Sts what rules there are in their class, and elicit their 2 They think they don’t need to learn a language because
ideas onto the board, writing them up in imperatives, e.g. everyone speaks English.
3 It’s too difficult.
DO HOMEWORK EVERY DAY.
4 By sending one of their journalists on an intensive language
DON’T MISS CLASSES.
course.
TURN OFF YOUR PHONE. 5 Because he’d like to go to Spain and Latin America. He did a
DON’T SPEAK IN (Sts’ L1), etc. one-month intensive course.
You could leave these up on the board to be referred to later. 6 He went to Madrid with a teacher to do some tests to see if
he could survive.
Then ask Sts which two they think are the most important.
Deal with any other new vocabulary. Model and drill the
pronunciation of any tricky words.

7C 99

4037631 EF4e Pre-Int TG Spain.indb 99 04/12/2018 17:22


3 GRAMMAR  have to, don’t have to, must, mustn’t a
a e 7.12  Focus on the tests and rules, and give Sts time to 1 Janice has to study very hard – she has exams soon.
read them. 2 You have to buy a ticket before you get on the bus.
3 Does your sister have to go to London for her job interview?
Now play the audio of Max talking about the tests. Sts
4 Mike has to wear wear a really ugly uniform at his new school.
listen and complete the gaps. 5 We have to get up early tomorrow.
Check answers. 6 Harry doesn't have to work today – he has a day off.
7 I have to make a phone call.
1  sandwich  ​2  follow  ​3  taxi  ​4  dictionary  
8 Do we have to go to bed?
5  speak Spanish   ​6  hands
b
1 mustn't
e 7.12 2 f
Max 3 don't have to
There were four tests for me to complete in Madrid. I had to order a 4 f
drink and a sandwich in a bar, ask the price, and understand it. Then 5 musn't
I had to ask for directions in the street, and follow them, then get 6 f
a taxi to a famous place, and finally phone somebody and leave a 7 f
message on their voicemail. 8 don't have to
There were just three rules. You mustn’t use a dictionary or phrase
book app, you must only speak Spanish and you mustn’t use your Tell Sts to go back to the main lesson 7C.
hands or mime or write anything down.
EXTRA SUPPORT   If you think Sts need more practice, you
may want to give them the Grammar photocopiable
b Focus on the highlighted phrases in a and questions
activity at this point.
1 and 2.
Give Sts a few moments to answer the questions, and e MEDIATION ACTIVITY   Put Sts in pairs, A and B. Tell Sts to
then check answers. go to Communication What are the rules?, A on p.191,
B on p.196.
1  You have to, you must   ​2  you mustn’t
Go through the instructions with Sts carefully, and make
c Do this as a whole-class activity. sure they know what they have to do.
Sts A look at photos 1–6 and complete the rules. Sts B do
1  I don’t need to do this the same with photos 7–12.
d Tell Sts to go to Grammar Bank 7C on p.224. EXTRA SUPPORT   You could put two Sts A and two Sts B
together first to complete the rules. Then put them in A / B
Grammar notes pairs.
must and have to
A then reads his / her rules in a different order to B, who
At A2/B1 level have to and must can be treated as looks at his / her photos and says which photo the rules
synonyms as a way of expressing obligation. We tend apply to.
to use have to more often than must when there is an
They then swap roles and do the same with photos 7–12.
external obligation, i.e. a law or a rule, e.g. You have to wear
a seat belt in a car in the UK. Finally, check the rules for photos 1–12.
Watch out for the typical mistake of using to with must: 1 You have to / must turn off your phone.
e.g. I must to go to the bank. 2 Children don't have to pay.
Highlight the impersonal use of You when we talk about 3 You have to / must wear a jacket.
rules and laws, e.g. You have to drive on the left. 4 You mustn't touch the door.
5 You have to / must be over 18 to see this film.
mustn’t and don’t have to 6 You mustn't take photos here.
The typical mistake here is when Sts use don’t have to 7 You don't have to pay anything now.
instead of mustn’t, e.g. You don’t have to use your phone in 8 You mustn't play football here at night.
class. (You mustn’t use your phone…) 9 You mustn't put your feet on the seats.
10 You don't have to come to class on Mondays.
Focus on the example sentences and play both audio 11 You have to / must drive in one direction.
e 7.13 and e 7.14 for Sts to listen and repeat. Encourage 12 You have to / must wear sports shoes here.
them to copy the rhythm. Then go through the rules with
the class. Tell Sts to go back to the main lesson 7C.
Now focus on the information box about must and have EXTRA IDEA   Ask Sts what rules there are in their school and
to, mustn’t and don’t have to, and Impersonal you, and if they think, they are good rules. You could then also ask
go through it with the class. Sts to invent some new rules that they would like to see
Then focus on the exercises for 7C on p.225. Sts do the incorporated.
exercises individually or in pairs. FOR SPEAKERS OF SPANISH   Pocket Book Grammar: have to,
Check answers, getting Sts to read the full sentences. don’t have to, must, mustn’t

100 7C
4037631 EF4e Pre-Int TG Spain.indb 100 04/12/2018 17:22
4 LISTENING M Er. Buenas noches. Soy Max. Max. M-A-X. Er…Por favor…llámame
esta noche…Oh yes…a las 8.30 er, Gracias. Well, my grammar
a e 7.15   Tell Sts to look at the tests again in 3a and ask Sts wasn’t right, but I left the message. Half an hour later, at half past
the two questions. Get some feedback from the class. eight Lola phoned me. Success! Paula gave me eight points. That
Then play the audio of Max doing the tests in Madrid. Sts was the end of my four tests. Paula was pleased with me. My final
score was seven. I was quite happy with that. So, how much can
just listen to hear which test was the easiest and which you learn in a month? Well, of course you can’t learn Spanish in a
was the most difficult. month, but you can learn enough to survive if you are on holiday
EXTRA SUPPORT   Read through the script and decide if you or on a trip. Now I want to go back to England and try and learn
some more. ¡Adiós!
need to pre-teach any new lexis before Sts listen.
Check answers. b Focus on the task and quickly go through sentences 1–7
before playing the audio.
The easiest test was ordering the beer and sandwich. The most
difficult was getting a taxi. Play the audio again, pausing to give Sts time to mark
them T (true) or F (false). Play all or part of the audio again
if necessary. Remind Sts to correct the F ones.
e 7.15 
Check answers.
(script in Student’s Book on p.209)
M = Max, P = Paula, W = waiter, Pb = passer-by, T = taxi driver, L = Lola 1  F (The waiter understood Max.)  
M I arrived at Madrid airport where I met Paula. Hola, Soy Max. 2  T  
P Encantada. Soy Paula.
3  F (It was the second street on the right.)  
M Paula took me to my hotel, and that evening we went to the
4  F (The driver didn’t understand the name.)  
centre of Madrid and it was time for my first test. I had to order a
sandwich and a drink in a bar, then ask for the bill. I sat down at 5  T  
the bar and I tried to order a beer and a ham sandwich. Por favor, 6  F (He got seven.)  
una cerveza y un bocadillo de jamón. 7  F (You can’t learn a language (Spanish) in a month, but you
W En seguida. can learn enough to do some simple everyday things.)
M Fantastic! The waiter understood me first time. My pronunciation
wasn’t perfect, but I got my beer and my sandwich. I really EXTRA SUPPORT   If there’s time, you could get Sts to listen
enjoyed it. But then the more difficult bit. Asking for the bill… again with the script on p.209, so they can see exactly what
¿Cuánto es?
W Seis noventa. they understood / didn’t understand. Translate / Explain any
M ¿Cómo? new words or phrases.
W Seis noventa.
c Focus on the task and give Sts time to think of their answers.
M Six ninety. I understood! Paula gave me eight points for the test.
I was very happy with that. Next we went out into the street. Put Sts in pairs and get them to discuss their answers to 1–4.
Test number two was asking for directions and – very important! Get some feedback from various pairs for each test.
– understanding them. We were in a narrow street, and I had
to stop someone and ask them for the nearest chemist, una Possible answers
farmacia. I stopped a woman. At first I didn’t understand anything 1 (Can / Could I have) a coffee and a cheese sandwich, please?
she said!
How much is that?
Pb Siga todo recto y tome la segunda por la derecha. Hay una farmacia
en esa calle. 2 Excuse me, where's the nearest chemist's?
M I asked the woman to speak more slowly. 3 Could you take me to…, please?
Pb Todo recto y tome la segunda calle por la derecha DERECHA. 4 Hi, it's Anna. Could you please call me back? My number is…
M I got it this time, I think. The second street on the right. I followed
the directions and guess what. There was a chemist there! Seven FOR SPEAKERS OF SPANISH   Online Practice Listening:
points from Paula. Learning English and Spanish
Test number three. I wasn’t looking forward to this one. I had
to get a taxi to a famous place in Madrid. Paula wrote down the
name of the place on a piece of paper. It was the name of the
football stadium where Real Madrid play. We stopped a taxi.
El Bernabéu, por favor.
T ¿Qué? ¿Adónde?
M He didn’t understand me. I tried again, but he still didn’t
understand. I was desperate, so I said, ‘Real Madrid, Stadium,
football’.
T ¡Ah! El Santiago Bernabéu.
M Finally! Paula only gave me five because I ended up using English.
Still, at least I made the taxi driver understand where I wanted to
go. And so to the final test. I had to leave a message in Spanish on
somebody’s voicemail. I had to give my name, spell it, and ask the
person to call me back. Paula gave me the number – it was one of
her friends called Lola – and I dialled. I was feeling a bit nervous at
this point, because speaking on the phone in a foreign language
is never easy.
L Deje su mensaje después de la señal.

7C 101

4037631 EF4e Pre-Int TG Spain.indb 101 04/12/2018 17:22


5 VOCABULARY & PRONUNCIATION 
adjectives + prepositions; stress on prepositions e 7.17
1 Do you think you’re good at learning languages?
Vocabulary notes 2 Is there anything about learning English that you’re bad at?
3 Do you think listening to pop music is good for your English?
Certain adjectives are often followed by a particular 7 What tourist attractions is your country famous for?
preposition, which may well be different in Sts’ L1.
Sts should make a note of adjective + preposition Finally, ask Sts What do you think is the rule for stress on
combinations when they meet them. prepositions? to elicit that prepositions are stressed when
they are the last word in a sentence or question.
a Focus on the Adjectives + prepositions box and go
through it with the class. d Put Sts in pairs and get them to ask and answer questions
1–10 in a. You could demonstrate the activity by getting
Then focus on questions 1–10, and get Sts to complete
Sts to ask you some of the questions first.
the gaps with a preposition from the list.
Get some feedback from various pairs.
Get them to compare with a partner.
b e 7.16   Play the audio for Sts to listen and check. FOR SPEAKERS OF SPANISH   Online Practice Pronunciation:
rhythm and stress
Check answers.
1  at  ​2  at  ​3  for  ​4  of  ​5  in  ​6  of  ​7  for  ​8  to  ​9  with  ​ 6 WRITING  a formal email
10  from
Tell Sts to go to Writing A formal email on p.203.
a Tell Sts to read the email and tick the questions that Marek
e 7.16
asks the school.
Languages
1 Do you think you’re good at learning languages? Check answers.
2 Is there anything about learning English that you’re bad at?
3 Do you think listening to pop music is good for your English? Sts should tick
4 Are you afraid of going to places where you don’t speak the How much do the courses cost?
language? When do the courses start and finish?
5 What English-speaking countries are you most interested in? Can I combine two kinds of classes?
Tourism Can my wife stay with me?
6 Which towns or cities in your country are full of tourists in the
summer? b Now tell Sts to look at the highlighted phrases. They are
7 What tourist attractions is your country famous for? all for a formal email. Sts need to write the equivalent
8 Are people in your country usually nice to tourists?
9 Do you get angry with tourists who don’t to try to speak your
expressions for an informal email.
language? Check answers.
10 Are people in the capital city very different from people in the rest
of the country? Formal Informal
Dear Sir / Madam, Dear / Hi [first name]
Pronunciation notes
I am writing I’m writing
Sts are normally encouraged not to stress prepositions in
sentences and questions. However, there is one situation I would like I’d like
in which prepositions are stressed, which is when they
however but
are the last word in a sentence or question, and pointing
this out and getting Sts to practise it will improve their I look forward to hearing Looking forward to hearing
sentence rhythm. from you. from you.
Yours faithfully, Best wishes / All the best /
c e 7.17  Focus on the task and play the audio once the Love
whole way through for Sts just to listen.
Then play it again pausing after the first pair of questions. c Get Sts to read the advertisement for a language school.
Get Sts to compare with a partner, and then repeat with They must plan a formal email to the school. They should
the second pair of questions. decide how long they want to study for, what kind of
Check answers. course they want to do and where they want to stay. They
should also ask two or three questions.
at is unstressed in 1 and stressed in 2.
for is unstressed in 3 and stressed in 7. d You may like to get Sts to do the writing in class or you
could set it as homework. Get them to write the email,
making sure they write two paragraphs according to the
model.
e Sts should check their emails for mistakes before handing
them in.

102 7C
4037631 EF4e Pre-Int TG Spain.indb 102 04/12/2018 17:22
4 Practical English  At the pharmacy
EPISODE

Function  going to a pharmacy J It’s the restaurants you go to! Why don’t you come over to my
place after work? I could make you something a little healthier.
Vocabulary  feeling ill: a headache, a cough, etc. R I’d really like that. Thanks.
J So, how do you feel now? Are you ready to go again?

Lesson plan R Oh, yes! I’m ready for anything.


J Are you sure you’re OK?
In this lesson Sts get practice with describing symptoms R Absolutely.
and buying medicine. Early in the morning, Rob and Jenny J OK. We’ll only go around two more times.
R Two? Excellent!
go running in Central Park, and Jenny invites Rob for dinner.
However, Rob isn’t feeling too well, and in the afternoon he
b Focus on questions 1–6 and give Sts time to read them.
goes to a pharmacy. Later, in the evening, he has dinner at
Jenny’s apartment. Play the video / audio again the whole way through.
Get Sts to compare with a partner, and play again if
More materials for speakers of Spanish necessary.
For teachers on Oxford Premium Check answers.
Resources 1 Never better.
Video  Practical English Episode 4 2 It is beautiful and her favourite place in New York.
Quick Test 7 3 Yes
File 7 Test 4 He is tired of eating out.
For students 5 She invites him to have dinner at her place.
6 Twice / Two more times
Workbook Practical English 4
Can you remember...? 1–7 EXTRA SUPPORT   If there’s time and you are using the video,
Online Practice Practical English 4 you could get Sts to watch again with subtitles, so they
Check your progress can see exactly what they understood / didn’t understand.
Translate / Explain any new words or phrases.
OPTIONAL LEAD-IN (BOOKS CLOSED)  
Before starting Episode 4, elicit what Sts can remember
about Episode 3, e.g. ask them What does Rob buy? Why? 2 r VOCABULARY  feeling ill
What happens when he buys them? What does Rob agree to do a Focus on the title and elicit / teach the meaning of ill.
with Jenny?, etc. Now focus on the question What’s the matter? and make
Alternatively, you could play the last scene of Episode 3. sure Sts understand it.
Tell Sts to match the phrases and photos.
1 r RUNNING IN CENTRAL PARK Focus on the pronunciation of the words.
a e 7.18   Books open. Focus on the photos and elicit what Now get Sts to compare with a partner.
Sts think is happening. Don’t tell them if they are correct b e 7.19   Play the video / audio for Sts to watch or listen
or not yet. and check.
Now focus on the question and play the video / audio Check answers.
once the whole way through for Sts to check their ideas.
Check answers. e 7.19
What’s the matter?
Jenny is enjoying the run. Rob says he is, but he is very tired. 2 I have a headache.
4 I have a cough.
1 I have flu.
e 7.18  5 I have a temperature.
J = Jenny, R = Rob 6 I have a bad stomach.
J Are you OK? 3 I have a cold. 
R Me? Never better.
J It’s beautiful here, isn’t it? I think this is my favourite place in
Model and drill the sentences. You might want to contrast
New York.
R Yeah, it’s great. I have a cold (= I am ill) and I am cold (= I am feeling cold,
J So how’s it all going? Are you happy you came? but not ill).
R To Central Park? At seven fifteen in the morning? Play the video / audio again, pausing after each phrase for
J To New York, Rob.
Sts to repeat. Give further practice of any words your Sts
R Yeah. Of course I’m happy. It’s fantastic.
J Really? You aren’t just saying that. find difficult to pronounce.
R No, I mean it. Tell Sts to cover the phrases and look at the photos, and
J You need to get in shape, Rob. practise saying the phrases with a partner.
R I know. I am a bit tired of eating out all the time. It isn’t good for
my figure. EXTRA CHALLENGE   Get Sts to give some advice.

PE4 103

4037631 EF4e Pre-Int TG Spain.indb 103 04/12/2018 17:22


3 r GOING TO A PHARMACY d Put Sts in pairs, A and B. A is Rob and B is the pharmacist.
a e 7.20   Focus on the title and the British and American Get Sts to read the conversation aloud, and then swap
English box on p.105 and go through it with the class. roles.
Now focus on the instructions and sentences 1–4. e MEDIATION ACTIVITY   In pairs, Sts do another role-play.
Go through the instructions with them. A (book closed)
Tell Sts to cover the converation in b.
should choose another illness from 2a. B (book open)
Play the video / audio once the whole way through. Play starts with Can I help you?.
again if necessary.
Monitor and help.
Get Sts to compare with a partner, and then check answers.
EXTRA SUPPORT   Demonstrate the activity by getting a
1  flu  ​2  ibuprofen  ​3  four hours   ​4  $6.99 confident student to play the pharmacist and you pretend
to feel ill.
e 7.20  7.21 f When they have finished, Sts should swap roles.
P = pharmacist, R = Rob You could get a few pairs to perform in front of the class.
P Good morning. Can I help you?
R I’m not feeling very well. (repeat) I think I have flu. (repeat)
P What are your symptoms? 4 r DINNER AT JENNY’S APARTMENT
R I have a headache and a cough. (repeat) a e 7.22   Focus on the photo and ask Sts Where are Rob
P Do you have a temperature?
R No, I don’t think so. (repeat)
and Jenny?.
P Are you allergic to any drugs? Focus on sentences 1–5 and go through them with Sts.
R I’m allergic to penicillin. (repeat) Then play the video / audio once the whole way through
P No problem. This is ibuprofen. It’ll make you feel better.
R How many do I have to take? (repeat)
for Sts to mark the sentences T (true) or F (false). Make it
P Two every four hours. clear that they don’t need to correct the false sentences
R Sorry? How often? (repeat) yet. Play again if necessary.
P Two every four hours. If you don’t feel better in forty-eight hours, Get Sts to compare with a partner, and then check answers.
you should see a doctor.
R OK, thanks. How much is that? (repeat) 1  F  ​2  T  ​3  F  ​4  F  ​5  F
P That’s six dollars ninety-nine, please.
R Thank you. (repeat)
P You’re welcome. e 7.22
R = Rob, J = Jenny
You might want to tell Sts that ibuprofen is like aspirin, it R That was a lovely meal. Thanks, Jenny.
reduces pain. You could also elicit / teach that penicillin is J That’s OK.
R It’s been great being in New York. You know, your offer to work
an antibiotic.
here came at a very good time for me.
b Now focus on the conversation in the chart. Elicit who J Really?
says the You hear phrases (the pharmacist) and who R Yeah, I was looking for something new. Something different. You
says the You say phrases (the customer, here Rob). These see, I broke up with my girlfriend a few months before I met you.
J Oh…right…
phrases will be useful for Sts if they need to go to a
R What about you?
pharmacy / chemist. J What about me?
Give Sts a minute to read through the conversation and R You know…relationships?
think what the missing words might be. Then play the J Oh, I’ve been too busy recently to think about relationships.
Getting this job at the magazine was a really big thing for me. I
video / audio again, and get Sts to complete the gaps.
guess that’s taken up all my time and energy.
Play again if necessary. R But that isn’t very good for you. Only thinking about work, I mean.
Get Sts to compare with a partner, and then check answers. J Why didn’t you tell me you weren’t feeling well this morning? We
didn’t have to go for a run.
1  temperature  ​2  problem  ​3  better  ​4  Two R I wanted to go. It was nice.
5  Two  ​6  48  ​7  welcome J Well, I’m glad you’re feeling better. Would you like another coffee?
R No, thanks. I think I should get back to the hotel now, I’ve got a
Go through the conversation line by line with Sts, really busy day tomorrow. Do you have a telephone number for
helping them with any words or expressions they don’t a taxi?
J Yeah…but it’s much easier to get a cab on the street.
understand. Elicit / Explain the meaning of symptoms.
R Oh, OK, then.
You might also want to highlight the phrase to be allergic J I’ll see you in the morning, if you’re feeling OK.
to sth. Model and drill allergic /əˈlɜːdʒɪk/. Ask a few Sts Are R Oh, I’m sure I’ll be fine! Thanks again for a great evening.
you allergic to anything?. J Any time.
R Goodnight.
c e 7.21   Now focus on the You say phrases and tell Sts
J Night, Rob.
they’re going to hear the conversation again. They should
repeat the You say phrases when they hear the beep. b Play the video / audio again, so Sts can watch or listen
Encourage them to copy the rhythm and intonation. again and correct the false sentences.
Play the video / audio, pausing if necessary for Sts to Get Sts to compare with a partner, and then check answers.
repeat the phrases.

e 7.21
Same as script 7.20 with repeat pauses

104 PE4
4037631 EF4e Pre-Int TG Spain.indb 104 04/12/2018 17:22
1 Rob broke up with his girlfriend a few months before he met
e 7.24
Jenny.
I've got a brother and two sisters.
3 Jenny didn't know that Rob wasn't feeling well in the I haven't got any pets.
morning. She's got a beautiful house.
4 Rob wants to go back to his hotel because he wants to go to He hasn't got many friends.
bed early, as he has a busy day the next day. Have they got any children?
5 Jenny doesn’t call a taxi. No they haven't.
Has the hotel got a swimming pool?
EXTRA SUPPORT   If there’s time and you are using the video, Yes, it has.
you could get Sts to watch again with subtitles, so they
can see exactly what they understood / didn’t understand. d Focus on the instructions and the example. Put Sts in
Translate / Explain any new words or phrases. pairs.
c e 7.23   Focus on the have got box and go through it Monitor and help, making sure Sts use have got correctly.
with the class. Get some feedback from various pairs.
Play the video / audio once the whole way through for Sts EXTRA IDEA   Tell Sts to add two more possessions to ask
just to listen. their partner about.
e Focus on the Social English phrases. In pairs, get Sts to
e 7.23
See sentences in Student’s Book on p.105 see if they can remember any of the missing words.
EXTRA CHALLENGE   In pairs, get Sts to complete the phrases
Now play it again, pausing after each phrase, for Sts to before they listen.
listen and repeat.
f e 7.25  Play the video / audio for Sts to watch or listen
In English File Sts have been taught to use Do you have…?, and complete the phrases.
I don’t have…, I have… to talk about possession as we
Check answers. If you know your Sts’ L1, you could get
believe it is the easiest form for Sts to acquire and the
them to translate the phrases.
most international. However, it is important that they are
aware of, and can recognize, the have got form of have, 1  meal  ​2  good  ​3  glad  ​4  should  ​5  sure  ​6  great
which is especially common in spoken English among
UK native speakers of English (although the have / do you
e 7.25
have form is also common). We normally contract have 1 That was a lovely meal.
got, e.g. I’ve got a headache. Point out that you cannot use 2 That isn’t very good for you.
have got when you are using have with another meaning, 3 I’m glad you’re feeling better.
e.g. have dinner, have a shower. If you want to go into the 4 I think I should get back to the hotel now.
grammar of have got in more detail with your Sts, tell 5 I’m sure I’ll be fine.
6 Thanks again for a great evening.
them to go to p.251.
e 7.24   Go through the rules (audio e 7.24), and get Sts Now play the video / audio again, pausing after each
to do the exercises in pairs. phrase, for Sts to watch or listen and repeat.
Answer key for the have got appendix g Focus on the instructions and make sure Sts understand
a what they have to do.
1 She hasn’t got any brothers. Get Sts to compare with a partner, and then check answers.
2 Have you got a big flat?
3 We haven’t got a lot of work today. A  3  ​B  1  ​C  4  ​D  5  ​E  2  ​F  6
4 Has your sister got a boyfriend?
5 Roger and Val have got a beautiful garden. Now put Sts in pairs and get them to practise the
6 I have got a really good teacher. conversations.
7 My brother hasn’t got a job at the moment. Finally, focus on the CAN YOU…? questions and ask Sts
8 They’ve got the same colour eyes. if they feel confident they can now do these things. If
9 Have we got a meeting today? they feel that they need more practice, tell them to go to
10 He hasn’t got many friends at work. Online Practice to watch the episode again and practise
b the language.
1 I haven’t got my umbrella today.
2 Has your phone got a good camera?
3 I’ve got a new iPad.
4 Sorry kids, I haven’t got enough money to buy sweets.
5 Jane has got 50 pairs of shoes – can you believe it?
6 I can’t call him now – I haven’t got a signal on my phone.
7 Have you got your keys?
8 ’Maria’s so lucky – she's got lovely curly hair.
9 Have you got any qualifications?
10 We might have problems getting there because we
haven’t got satnav in our car.

PE4 105

4037631 EF4e Pre-Int TG Spain.indb 105 04/12/2018 17:22


8A Should
1A WelcomeI stay
to the
or should
class I go?
G should Elicit some opinions. You could write the majority class
V get: get angry, get lost, etc. opinion on the board before they listen.
P /ʊ/ and /uː/ EXTRA SUPPORT   Before Sts read the problem and advice,
check whether you need to pre-teach any vocabulary.
Lesson plan EXTRA SUPPORT   Before Sts discuss the advice, ask a few
In this lesson Sts learn to use should / shouldn’t for giving questions to make sure they have understood the problem,
advice. The lesson begins with Sts reading a problem e.g. How big is the age difference? How long have they been
which was sent to a newspaper ‘problem page’ by a young together? Does she get on with his children?, etc.
woman wanting advice, and listening to the advice given. c e 8.1  Tell Sts they are now going to listen to Tracey
This leads into the grammar presentation, which is followed reading Graham Norton’s advice and they must see which
by a pronunciation focus on the /ʊ/ and /uː/ sounds. Then piece of advice in b he suggests.
there is a speaking and listening activity where Sts listen to Play the audio once the whole way through.
a radio phone-in programme and discuss the advice that
Check the answer and elicit why.
is given to three callers. Finally, Vocabulary and Speaking
focuses on different meanings of get, which are recycled in a EXTRA SUPPORT   Read through the script and decide if you
questionnaire. need to pre-teach any new lexis before Sts listen.

More materials for speakers of Spanish b: She should think hard about what kind of man she
For teachers on Oxford Premium really wants to be with before making a decision.
Photocopiables
Grammar  should / shouldn't e 8.1
Vocabulary  get (script in Student’s Book on p.209)
Communicative  I need some advice Hi, Tracey. You know the answer to your last question, and it's ‘yes’.
You're making your life more difficult. But it’s also true that having
Resources a long-term relationship with anyone is difficult, and in your case,
Tests for Escuelas Oficiales de Idiomas you can at least see what some of the problems are. I’m sure this
Wordlists and additional teacher resources man loves you and will support you in all your goals in life, but it’s
For students true that he's already done all the things you want to do. It’s not his
fault, but it means that he'll never get as excited as you about, for
Workbook 8A example, a wedding or having another child. And everything you
Online Practice  8A experience together he'll probably compare to the last time he did
Plus extra Vocabulary and Pronunciation for speakers of it. You should think carefully about what kind of partner you really
Spanish: get; should and shouldn’t want: someone who can support you and show you the way in life,
or someone who will discover life with you. You shouldn’t make a
Grammar and Vocabulary Pocket Book decision in a hurry. When you're clearer about what you want, then
you can decide if you're going to stay with this man or not. Good
OPTIONAL LEAD-IN (BOOKS CLOSED)   luck!
Write on the board I NEED SOME ADVICE. Ask Sts what they
think advice means, and also elicit that it is a noun, and that EXTRA SUPPORT   If there’s time, you could get Sts to listen
the verb is advise. Point out that the verb is /ədˈvaɪz/ and again with the script on p.209, so they can see exactly what
the noun is /ədˈvaɪs/. Tell Sts that advice is uncountable in they understood / didn’t understand. Translate / Explain any
English – it can’t be used with an or in the plural, e.g. new words or phrases.
My sister usually gives me good advice. NOT a good advice or
good advices.

1 READING & LISTENING  understanding


opinions
a Books open. Focus on the question and give Sts a couple
of minutes to discuss it in pairs or small groups.
Get feedback from the class. Elicit also the idea of
contacting a radio programme or a magazine / online
problem page. Find out from the class what they think of
these more impersonal options, and ask if Sts think this is
better than asking a family member or friend.
b Focus on the instructions and make sure Sts understand
what an advice column is.
Get Sts to read the problem and then, with a partner,
discuss which they think is the best advice.

106 8A
4037631 EF4e Pre-Int TG Spain.indb 106 04/12/2018 17:22
2 GRAMMAR  should 3 PRONUNCIATION  /ʊ/ and /uː/
a Tell Sts to look at the three sentences and answer
Pronunciation notes
questions 1–3.
should (like would and could) is often mispronounced,
Check answers.
partly because of the silent l, but also because ou is not
1 b normally pronounced /ʊ/.
2 No The focus on /ʊ/ and /uː/ will give Sts further practice of
3 Add not / n’t for negatives; Should + subject + infinitive for /ʊ/ and contrast it with the long /uː/. It is worth pointing
questions.
out to Sts that one of the main problems with these two
b Tell Sts to go to Grammar Bank 8A on p.226. sounds is words with oo, which can be pronounced either
way, e.g. good /ɡʊd/ and food /fuːd/. There is no rule, so
Grammar notes Sts need to learn each word as it comes up.
should does not usually cause problems, as it has a clearly
a e 8.3  Focus on the instructions and questions.
defined use and the form is simple. Remind Sts to use the
infinitive without to after should. Play the audio for Sts to listen and repeat the sounds
and words.
The main problem with should is the pronunciation,
i.e. the silent l (see Pronunciation notes in 3).
e 8.3
e 8.2   Focus on the example sentences and play the See sounds and words in Student’s Book on p.114
audio for Sts to listen and repeat. Encourage them to copy
Ask the class the first question.
the rhythm. Then go through the rules with the class.
Now focus on the ought to box and go through it with /ʊ/ is short; /uː/ is long.
the class.
Now ask the second question.
Then focus on the exercises for 8A on p.227. Sts do them
individually or in pairs. The l isn’t pronounced in should and would.
Check answers, getting Sts to read the full sentences.
Finally, play the audio again for Sts to listen and repeat.
a b e 8.4   Tell Sts to put the words in the correct row.
1 You shouldn’t work really long hours every day. Remind them that this kind of exercise is easier to do if
2 You should stop smoking. they say the words aloud.
3 You should eat more fruit and vegetables.
4 You shouldn’t put so much sugar in your coffee.​ Play the audio for Sts to listen and check.
5 You should start doing some exercise. Check answers.
6 You should drink less alcohol.
7 You should drink more water. e 8.4
8 You shouldn’t go to bed so late. bull /ʊ/  book, could, look, pull, push
b boot /uː/  cool, flew, food, lose, shoes, school
1 You should wear a scarf.
2 I should study this afternoon. Now play the audio again for Sts to listen and repeat.
3 You should book a holiday. EXTRA SUPPORT   If these sounds are difficult for your Sts,
4 You shouldn’t be at work.
it will help to show them the mouth position. You could
5 She should relax more.
6 You shouldn’t drive so fast – this road’s very dangerous.
model this yourself or use the the Sound Bank videos on
7 Parents should spend more time with their children. Online Practice.
8 You shouldn’t buy him an iPad – he’s only seven years old. c Put Sts in pairs and get them to practise saying the
sentences.
Tell Sts to go back to the main lesson 8A.
EXTRA SUPPORT   Before putting Sts in pairs, read each
EXTRA SUPPORT   If you think Sts need more practice, you
sentence aloud and get Sts to listen and repeat.
may want to give them the Grammar photocopiable
activity at this point. FOR SPEAKERS OF SPANISH   Online Practice Pronunciation:
c Focus on the instructions and quickly go through the should and shouldn’t
WhatsApp messages to make sure Sts understand all the
lexis, e.g. it’s driving me mad, etc.
Give Sts time to write a short answer to each message. Tell
them to write between 10 and 20 words for each answer.
Monitor and help with vocabulary while Sts are writing.
Put Sts in small groups and get them to read their advice
for each problem. They should then choose the best piece
of advice.
Get feedback from each group by eliciting the best piece
of advice they chose for each problem.
FOR SPEAKERS OF SPANISH   Pocket Book Grammar: should
and shouldn’t

8A 107

4037631 EF4e Pre-Int TG Spain.indb 107 04/12/2018 17:22


4 SPEAKING & LISTENING
e 8.6
a Tell Sts that a–c are three different pieces of advice for a
(script in Student’s Book on p.209)
problem. They should read them and then, with a partner, A = Annabel, P = Peter, E = expert
decide what the problem is. E You know, to be honest, I think you’re being a bit hard on him.
Elicit some ideas, but don’t tell Sts if they are right. I mean, he’s only twenty-five. It’s good that he has a job, and
everybody needs a holiday. My advice is that you should let him
b e 8.5   Focus on the task and tell Sts they are going to go to Mexico, but when he comes back, you should sit down
listen to Annabel and Peter phoning a radio programme with him and talk to him about starting to pay rent. That way he’ll
with their problem. They must listen and make notes understand that he needs to start planning for the future and
about the problem. to start thinking about renting a flat. But I know from talking to
other parents that there are a lot of young people still living at
Play the audio once the whole way through. Then play it home in their twenties and thirties, and some of them don’t even
again if necessary. have jobs. So in many ways, I think you’re lucky.
Check the answer and ask a few comprehension A You see? That’s just what I think…
questions to make sure Sts understood the details of the
problem. Find out how many Sts guessed correctly in a. e e 8.7  8.8  Tell Sts they are going to hear another caller,
Nick. They should follow the same steps as for Annabel
EXTRA SUPPORT   Read through the scripts and decide if you
and Peter, i.e. predict the problem, then listen and check
need to pre-teach any new lexis before Sts listen.
and make notes, decide which advice they think is best,
Their son, Jamie, wants to go on holiday to Mexico with some and then listen to the advice and see what they think of it.
friends. Annabel and Peter, his parents, don’t think he should Nick’s girlfriend wants to move to London to get a better job,
go. They think he should save his money, so he can get his own but he has a good job and doesn’t know if he should follow her
place to live. or not.

e 8.5 e 8.7
(script in Student’s Book on p.209) (script in Student’s Book on p.209)
A = Annabel, P = Peter, E = expert N = Nick, E = expert
A Hello. I’m Annabel. N Hi there. I’m Nick.
P And I’m Peter. E Hi, Nick. So what’s your problem?
E Hi there, Annabel and Peter. What’s your problem? N Well, I’ve been with my girlfriend for three years. We have a really
A We’ve got a son, Jamie, and he’s twenty-five. He’s a chef. great relationship although we’re quite different. She’s clever and
P But he still lives with us because he says it’s too expensive to rent popular, and I’m, er, quiet and hard-working. Anyway, now she
a flat and he doesn’t earn enough money. wants to move to London because she thinks she can get a better
A He gives us some money every month for bills – not much, but a job there, and she wants me to go to London, too – you know,
bit – and, you know, it’s nice to have him at home, but we think he London’s much more exciting than Bolton, where we live now.
needs to be more independent. But I have a good job in Bolton and I get a good salary. I mean,
P Yes, absolutely. the idea of moving and having a new life is like a dream, but for
A But last week he told us that he’s planning a two-week holiday to me that’s what it is – I mean, it’s a dream; it isn’t real. What should
Mexico with his friends. I mean, it’s true that he works full-time I do? Should I follow my heart and move to London with her? Or
and we know he needs a break, but we really think... should I stay here, where I know I have a good job, but possibly
P Yes, we don’t think he should go on an expensive holiday when lose my girlfriend?
he doesn’t give us much money. We think he should save his
money so that he can get his own place to live. Should we tell him
that he can’t go to Mexico? a – The expert’s advice is for Nick and his girlfriend to sit down
and discuss their future. If they want the same thing, then Nick’s
c Put Sts in pairs and get them to discuss which advice in a girlfriend should move to London and he can visit.
they think is the best.
Elicit some feedback and ask Sts to explain why they e 8.8
chose their advice. (script in Student’s Book on p.209)
d MEDIATION ACTIVITY   e 8.6  Now tell Sts they are going E I think you should sit down together and talk about your dreams
to listen to the expert’s advice. They must see if the expert for the future, and see if they are the same dreams. If they are, and
you can see a future together, then the first thing is for her to look
gives the same advice that they chose in c and decide for a job in London. If she finds one, then maybe she can move
whether it is good advice. They should make notes, so there first, and you can go at weekends and see how you feel
they can then compare it to their advice. about life there.
Play the audio once the whole way through. Then play it N Thanks a lot for that. I think that’s really good advice.
again if necessary.
f e 8.9  8.10  Tell Sts they are going to hear a final caller,
Check the answer first, then find out what Sts think of the Jane. They follow the same steps as for Annabel and Peter,
advice, and if they have any other suggestions. and Nick.
c – The expert’s advice is to let Jamie go on holiday, but talk to
Jane has planned a holiday with her friend Susan and is really
him about paying rent when he gets back.
looking forward to it. However, Susan has now invited another
friend, Angie. Jane doesn’t know Angie and doesn’t want to go
on holiday with her.

108 8A
4037631 EF4e Pre-Int TG Spain.indb 108 04/12/2018 17:22
Focus on the get box and go through it with the class.
e 8.9 Get Sts to do a individually or in pairs. Many of these
(script in Student’s Book on p.209)
words / phrases may already be familiar to them.
J = Jane, E = expert
J Hello. My name’s Jane. e 8.11  Now do b. Play the audio for Sts to listen and
E Hi, Jane. So, why are you calling? check.
J Well, a month ago, my friend Susan and I decided to go on Check answers.
holiday together this summer, to Turkey. So we planned
everything and, er, I was really looking forward to it, as Susan’s
an old friend and I don’t see her very often. But the other day, e 8.11
she told me that she was telling another friend of hers about 7 get angry
our holiday – somebody I don’t know, a woman called Angie – 3 get divorced
and Angie was really interested, and now Susan has invited 5 get fit
her to come, too. Susan never asked me what I thought! I don’t 4 get lost
even know Angie, and I really don’t want to go on holiday with 2 get married
someone I don’t know. What should I do? 1 get nervous
6 get ready
9 get better / get worse
b – The expert’s advice is to try to get to know Angie first. If 8 get colder
Miriam likes her, then the holiday will be a success. If not, then 11 get a job
she should tell her friend Susan she isn’t going. 12 get a newspaper
10 get a ticket
16 get into a car
e 8.10 15 get on a bus a bus
(script in Student’s Book on pp.209–210) 13 get on with somebody
E I think your friend has been a bit insensitive, and she’s put you in a 14 get up
difficult position. You have several different options. You could say 18 get home
that you aren’t going if Angie goes, but then you’ll put Susan in 19 get to school
a difficult position. Or you could just cancel, and suggest having 17 get to work
another holiday later, with just the two of you. Or you could invite 21 get an email
someone else who you like, and then there would be four of you, 20 get a present
which is sometimes a better number than three. But in fact, you 22 get a prize
don’t know Angie, and maybe you’ll like her. So I think you should
try to get to know her first. If you like her, then the holiday will
probably be a success. If not, then you should tell your friend you Now either use the audio to drill the pronunciation of the
aren’t going because you don’t think it will work with Angie. You phrases, or model and drill them yourself. Give further
know, a bad holiday is worse than no holiday. practice of any words your Sts find difficult to pronounce.
Finally, do Activation and get Sts to cover the phrases
EXTRA SUPPORT   If there’s time, you could get Sts to listen and look at the pictures. They can test themselves or a
again with the scripts on pp.209–210, so they can see exactly partner.
what they understood / didn’t understand. Translate / Tell Sts to go back to the main lesson 8A.
Explain any new words or phrases.
EXTRA SUPPORT   If you think Sts need more practice, you
may want to give them the Vocabulary photocopiable
5 VOCABULARY & SPEAKING  get activity at this point.
a Focus on the instructions, the three sentences, and the
c Focus on the questionnaire and go through the questions.
meanings.
Get Sts to ask you one or two of the questions.
Get Sts to match them and then compare with a partner.
Then get Sts to ask and answer in pairs.
Check answers.
Monitor and help, making sure they are using get
1  c  ​2  a  ​3  b correctly.
Get feedback from a few pairs.
b Tell Sts to go to Vocabulary Bank get on p.245.
FOR SPEAKERS OF SPANISH   Online Practice Vocabulary: get
Vocabulary notes
Get is one of the most common verbs in English, mainly
FOR SPEAKERS OF SPANISH   Pocket Book Vocabulary: get
because it has many different meanings and there are also
many phrasal verbs with get. It’s important for Sts to be
clear about the four main meanings (become, buy / obtain,
arrive, and receive) and to begin learning some of the most
common phrasal verbs.
When focusing on the first become section, highlight the
difference between be angry / divorced, etc. and get angry /
divorced, etc.
Highlight the different phrasal verbs for cars (get into / out
of    ) and public transport, e.g. buses, planes, and trains (get
on / off    ).

8A 109

4037631 EF4e Pre-Int TG Spain.indb 109 04/12/2018 17:22


8B Murphy’s Law
G if + present, will + infinitive (first conditional) Murphy was an American aerospace engineer.
V confusing verbs: carry, wear, win, earn, etc. His 'Law' is ‘if there is something that can go wrong, it will go wrong.’
P homophones
c Give Sts time to read the examples of Murphy’s Law (1–8)
and to match them to the correct endings A–H.
Lesson plan Check answers.
This lesson presents the first conditional through the
1  D  ​2  H  ​3  B  ​4  C  ​5  A  ​6  F  ​7  E  ​8  G
humorous context of ‘Murphy’s Law’, which states that
if something bad can happen, it will happen. The lesson Deal with any other new vocabulary. Model and drill the
begins with a reading text about the origins of Murphy’s Law pronunciation of any tricky words.
and Sts try to match two halves of some common examples. d In pairs, small groups, or as a whole class, Sts answer the
This leads into the grammar presentation of the first question.
conditional, which is followed by a listening activity in which
If Sts worked in pairs or small groups, get some feedback.
Sts hear two true stories about real examples of Murphy’s
You could tell Sts if these things happen to you.
Law. The vocabulary and speaking focus is on verbs which
are often confused, like know / meet and borrow / lend,
which are practised in a questionnaire. The lesson ends with 2 GRAMMAR  if + present, will + infinitive
a pronunciation focus on homophones, e.g. wear – where, a In pairs, Sts cover A–H in 1c and try to remember the
write – right, etc. laws, using the first half of the sentences in the article as
prompts.
More materials for speakers of Spanish b Now tell Sts to focus on the full sentences and to decide
For teachers on Oxford Premium which structures are used in both parts.
Photocopiables Check answers and explain that sentences with if are
Grammar  if + present, will + infinitive (first conditional) often called conditional sentences, and that this structure
Vocabulary  Confusing verbs (a sentence with if + present, future) is often called the first
Communicative  Conditionals race conditional.
Resources The verb after if is in the present simple and the other verb is in
Tests for Escuelas Oficiales de Idiomas the future (will / won’t + infinitive).
Wordlists and additional teacher resources
For students c Tell Sts to go to Grammar Bank 8B on p.226.
Workbook 8B Grammar notes
Online Practice 8B Since first conditional sentences refer to future
Plus extra Vocabulary and Listening for speakers of possibilities, some Sts may try to use the future after if.
Spanish: more confusing verbs; Murphy’s Law A typical mistake is: If he’ll phone, I’ll tell him.
Grammar and Vocabulary Pocket Book The present simple is also used after when, rather than
will, e.g. I’ll tell him when he arrives. You may want to point
OPTIONAL LEAD-IN (BOOKS CLOSED)   this out in this lesson.
Write MURPHY’S LAW on the board and elicit from the class
anything they know about it. Try to elicit a concrete example e 8.12  Focus on the example sentences and play the
of one of Murphy’s laws. If the class don’t seem to have audio for Sts to listen and repeat. Encourage them to copy
much idea, you could ask them What always happens if you the rhythm. Then go through the rules with the class.
drop a piece of bread or toast on the floor? Which way does Now focus on the exercises for 8B on p.227. Sts do them
it fall? (with the buttered side on the floor). You could use individually or in pairs.
mime to help make this clear. Check answers, getting Sts to read the full sentences.
a
1 READING 1  D  ​2  G  ​3  E  ​4  F  ​5  A  ​6  B
a Books open. Focus on the question. Sts will probably b 
try to express that the queue they were in before will 1 If you tell me what really happened, I won’t tell anybody else.
move faster. 2 If I don’t write it down, I won’t remember it.
b Focus on the article and tell Sts to read the two 3 Will you call me if you get any news?
paragraphs (up to where the examples start). Give Sts 4 She’ll help you if you ask her nicely.
a few minutes to read and answer the questions. 5 I’ll phone you if I hear from Alex.
6 You’ll miss your friends if you move to Paris.
Check answers. 7 If you listen carefully, you’ll understand everything.
EXTRA SUPPORT   Before Sts read the article the first time, 8 Your boss won’t be pleased if you are late for work today.
check whether you need to pre-teach any vocabulary. 9 I’ll drive you home if you give me directions.
10 If you don’t take an umbrella, it’ll rain!

Tell Sts to go back to the main lesson 8B.


110 8B
4037631 EF4e Pre-Int TG Spain.indb 110 04/12/2018 17:22
EXTRA SUPPORT   If you think Sts need more practice, you
Peter waited four months for a job interview, but when the
may want to give them the Grammar photocopiable phone call finally came for an interview, the call got cut off.
activity at this point.
Sue got up early for a trip to see a tiger, but didn’t see one.
d Focus on the prompts for Sts to make new ‘Murphy’s Laws’. However, other people who went on a trip to see birds saw
Highlight that there is not one correct answer. Remind Sts the tiger.
of the original 'Law': If there is something that can go wrong,
it will go wrong. e 8.14
While Sts complete their laws in pairs, monitor and help (script in Student’s Book on p.210)
with vocabulary and spelling. You may want to teach the Peter wanted to get a job
verb spill. I did maths at university and normally, after doing maths at
university, people get a job in a bank or in IT, but when I finished
e MEDIATION ACTIVITY   Put Sts in small groups or get them
it was the recession and it was very difficult to get a job. I was
to stand up and move around, and get them to read their unemployed for quite a long time. I was looking for jobs, and I
‘laws’ to each other. applied for lots of different jobs, but they just answered, ‘Sorry, we
Get feedback and write the ‘laws’ on the board. Accept all don’t want you,’ and I was getting a bit depressed. This went on for
logical endings. about four months, and then one day, I was on a number forty-nine
bus in London – I can even remember where I was sitting – and my
Possible endings phone rang. I said, 'Hello' and a woman said, ‘Hello, you applied for
1 they won’t have your size a job with us a few months ago. Are you still interested?’ So I said,
2 you won’t find / see one ‘Yes, absolutely. I’m very interested.’ So then she said, ‘We’d like you
3 you’ll spill tomato sauce / red wine on it to come for an interview’...and then, at that moment, we got cut
4 you’ll get / miss an important call off because the bus went into a tunnel. And the phone number
5 your team / someone will score a goal wasn’t on my phone – it just said ‘unknown number’, and I couldn’t
remember what the name of the company was because I’d applied
for so many jobs. So I thought, ‘Four months of nothing, and then
FOR SPEAKERS OF SPANISH   Pocket Book Grammar: first
when they ring, I get cut off.’ Luckily, they called back the next day,
conditional: if + present, will / won’t + infinitive and in the end, I had an interview and I got the job.
Sue wanted to see a tiger
3 LISTENING  understanding an anecdote This happened when I was at a conference in Thailand. The
conference hotel was amazing – it was in a beautiful national park
a e 8.13  Focus on the instructions and make sure Sts
called Khao Yai, north of Bangkok. We were very busy with talks
understand what they have to do. and meetings most of the time, but we had one free morning, and
Play the audio once the whole way through for Sts to we could choose from different trips or activities. I was interested
listen and complete the task. in either a trip to see birds or a trip to see a tiger. A tiger, not tigers,
because they told us that there was only one tiger in the whole
Check answers.
park! Well, I chose the tiger trip, because I thought it would be really
1  recession  ​2  applied for   ​3  got cut off   ​4  either, or   cool to see a tiger in the wild. But we had to leave really early in the
5  in the wild   6​   the whole morning morning because we had to travel quite a long way to the part of the
park where the tiger usually was – the bird trip was nearer the hotel.
So we tiger-watchers got up at five in the morning, but our guide
e 8.13 said that we probably wouldn’t see the tiger because, you know,
1 It was the recession and it was very difficult to get a job. there was only one tiger. We finally got there and we spent the
2 I applied for lots of different jobs. whole morning looking for the tiger, but no luck. But we saw some
3 We got cut off because the bus went into a tunnel. nice birds, and it was fun, so when we got back to the conference
4 I was interested in either a trip to see birds or a trip to see a tiger. hotel, we felt we’d had a really good morning. But then the other
5 I thought it would be really cool to see a tiger in the wild. group got back – the ones who went to see the birds – and of course
6 We spent the whole morning looking for the tiger. they saw lots of amazing birds, but they also saw the tiger! I suppose
that day, it wasn’t in its usual part of the park. And I thought, ‘Isn’t
Now put Sts in pairs and get them to discuss what they that typical – you go on the tiger trip and you don’t see the tiger, but
think the words and phrases they circled mean. the people on the bird trip see the tiger!’
Check answers. Model and drill pronunciation.
c Focus on the task and give Sts time to read sentences 1–6.
1 recession = a difficult time for the economy of a country Play the audio, pausing at the end of Peter’s story. Give
2 applied for = sent applications and CVs to possible employers
Sts time to mark 1–3 T or F and then play Sue’s story. Then
3 got cut off = lost phone connection
give Sts time to do the same with 4–6 T or F. Remind them
4 either, or = one of two options
5 in the wild = in its natural state that they need to correct the F sentences.
6 the whole = all of Check answers.
EXTRA SUPPORT   Read through the script and decide if you
b e 8.14   Tell Sts they are now going to listen to both
need to pre-teach any new lexis before Sts listen again.
Peter’s and Sue’s stories. They must decide why they are
examples of Murphy’s Law.
Play the audio once the whole way through. You could
pause it after Peter’s story to give Sts time to complete
the task.
Check answers.
EXTRA SUPPORT   Read through the script and decide if you
need to pre-teach any new lexis before Sts listen.

8B 111

4037631 EF4e Pre-Int TG Spain.indb 111 04/12/2018 17:22


1 F (Peter did maths at university.) • look / look like:
2 T  We use look + adjective, e.g. You look tired.
3 F (Peter couldn’t call them back because his phone said
‘unknown number’.)  We use look like + a noun, e.g. You look like Brad Pitt.
4 T • miss / lose:
5 F (The guide wasn’t optimistic about seeing the tiger.)  You miss a class, a bus, a plane (e.g. if you are late / ill).
6 F (Sue enjoyed her trip.)
 You lose a sports match or lose an object, e.g. your keys.
EXTRA SUPPORT   If there’s time, you could get Sts to listen • bring / take:
again with the script on p.210, so they can see exactly what  This depends on where the speaker is. The teacher
they understood / didn’t understand. Translate / Explain any (at school) says: Don’t forget to bring your book to class
new words or phrases. tomorrow. The student (at home) says: I must remember
to take my book today.
d Do this as a whole-class activity. You could also tell Sts
what you think, and tell any Murphy’s Law stories that you • look for / find:
can think of. Look for is the action of trying to locate something you
have lost or need, e.g. I’m looking for a new job.
FOR SPEAKERS OF SPANISH   Online Practice Listening:
Find is used when you have located it, e.g. I have found a
Murphy’s Law
new job.
• say / tell:
4 VOCABULARY & SPEAKING  confusing verbs
Say is used like this:
a Focus on the question and elicit answers from the class.
Jack said, ‘Hello.’
1  looking for   ​2  told Jack said hello to me yesterday.
b Tell Sts to go to Vocabulary Bank Confusing verbs on Susan told a lie.
p.246 and get Sts to do a individually or in pairs. Many of Susan told me a lie.
these words / phrases may already be familiar to them. • lend / borrow:
I lent my brother some money.
Vocabulary notes
My brother borrowed some money from me.
Some of these verbs are often confused because in some
Sts’ L1, one verb may be used for both meanings. Use the • hear / listen to:
notes below to help clarify where necessary. Encourage hear = be aware of sounds in your ears, e.g. I heard the
Sts to learn the verbs in a phrase, e.g. know someone well, baby next door crying.
meet someone for the first time, etc. listen to = to pay attention to sb / sth that you can hear,
• wear / carry: e.g. I listen to the news on the radio every morning.
You wear clothes or jewellery, i.e. have it on your body, e 8.15  Now do b. Play the audio for Sts to listen and
e.g. I wear glasses to read. check.
You carry something heavy and take it from one place Check answers.
to another, e.g. He was carrying a suitcase.
• win / earn: e 8.15
You win a sports match, something in a competition, Confusing verbs
the lottery, etc. 2 wear jewellery, wear clothes, carry a bag, carry a baby
8 win a match, win a medal, win a prize, earn a salary, earn money
You earn money when you work. 5 know somebody well, know something, meet somebody for the